The developmental conditions of classroom teaching and learning in a primary school in Zimbabwe

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dc.contributor.advisorMuthivhi, AEen_ZA
dc.contributor.authorNdlovu, Sibonokuhleen_ZA
dc.date.accessioned2014-12-30T19:55:46Z
dc.date.available2014-12-30T19:55:46Z
dc.date.issued2011en_ZA
dc.descriptionIncludes bibliographic references (leaves 140-148).en_ZA
dc.description.abstractThe study investigates the prevailing conditions of schooling and classroom teaching and learning in southern Zimbabwe, using the Vygotskian socio-cultural theory to analyze the consequences that the breakdown of schooling and classroom teaching and learning had on learners' performance and cognitive development. Using a case study of a specific primary school in Gwanda district, the study has found that classroom teaching and learning in rural Zimbabwe was adversely affected by a conglomerate of contextual factors and worsened by the prevailing socio-economic and political problems resulting in contradictory classroom practices of teaching and learning. The analysis reveals the extent to which classroom teaching and learning has deteriorated and how the cultural practices of this specific tradition of schooling, impede on possibilities for meaningful learning activities in the classroom. The study contributes towards an understanding of the effects of the specific cultural conditions of schooling on learners' learning and cognitive development within the prevailing context of socio-economic and political instability in Zimbabwe and suggests ways in which teachers could organise pedagogy to assist their learners' learning and cognitive development.en_ZA
dc.identifier.apacitationNdlovu, S. (2011). <i>The developmental conditions of classroom teaching and learning in a primary school in Zimbabwe</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/10659en_ZA
dc.identifier.chicagocitationNdlovu, Sibonokuhle. <i>"The developmental conditions of classroom teaching and learning in a primary school in Zimbabwe."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2011. http://hdl.handle.net/11427/10659en_ZA
dc.identifier.citationNdlovu, S. 2011. The developmental conditions of classroom teaching and learning in a primary school in Zimbabwe. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Ndlovu, Sibonokuhle AB - The study investigates the prevailing conditions of schooling and classroom teaching and learning in southern Zimbabwe, using the Vygotskian socio-cultural theory to analyze the consequences that the breakdown of schooling and classroom teaching and learning had on learners' performance and cognitive development. Using a case study of a specific primary school in Gwanda district, the study has found that classroom teaching and learning in rural Zimbabwe was adversely affected by a conglomerate of contextual factors and worsened by the prevailing socio-economic and political problems resulting in contradictory classroom practices of teaching and learning. The analysis reveals the extent to which classroom teaching and learning has deteriorated and how the cultural practices of this specific tradition of schooling, impede on possibilities for meaningful learning activities in the classroom. The study contributes towards an understanding of the effects of the specific cultural conditions of schooling on learners' learning and cognitive development within the prevailing context of socio-economic and political instability in Zimbabwe and suggests ways in which teachers could organise pedagogy to assist their learners' learning and cognitive development. DA - 2011 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2011 T1 - The developmental conditions of classroom teaching and learning in a primary school in Zimbabwe TI - The developmental conditions of classroom teaching and learning in a primary school in Zimbabwe UR - http://hdl.handle.net/11427/10659 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/10659
dc.identifier.vancouvercitationNdlovu S. The developmental conditions of classroom teaching and learning in a primary school in Zimbabwe. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2011 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/10659en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherPsychology of Educationen_ZA
dc.titleThe developmental conditions of classroom teaching and learning in a primary school in Zimbabween_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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