A negotiated dialogue : promoting action research as a constructivist reform in a Zimbabwean teacher's college

In Collections: Electronic Theses & Dissertations

Copyright Status: In Copyright

Material Type: Theses

Authors: Weiler, James Martin

Date: 2003

Subjects: Constructivism (Education)
Dialogue
Student teachers
Zimbabwe

Program of Study: Teacher Education

Degree Level: Doctoral

Language: English

Pages: 294 pages

Permalink: https://doi.org/doi:10.25335/rrjg-dy53