Teachers’ perceptions on the development and implementation of History 2166 syllabus reform in Zimbabwe
In 1990, Zimbabwe underwent its first major post-colonial syllabus reform in the teaching of History at secondary school level. Scholars who have studied this reform usually overlook teachers’ perceptions when explaining its development and implementation. This qualitative study explores Histo...
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| Format: | Article |
| Language: | English |
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Penerbit Universiti Kebangsaan Malaysia
2020
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| Online Access: | http://journalarticle.ukm.my/16304/1/41249-131840-1-SM.pdf |