BUSE Institutional Repository

This repository serves as a digital archive for preserving and providing access to the scholalry and creative works produced by the BUSE community. It includes:

Journal articles, conference papers and other publications by the BUSE faculty, researchers and students
Theses and Dissertations completed by BUSE graduate students

The repository aims to showcase the intellectual output of BUSE, increase the visibility and impact of our community's scholarship and preserve these works for long term access and use.To contribute your work or learn more, please contact the repository team using of the following contact details:

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Now showing 1 - 5 of 9

Recent Submissions

Access status: Open Access ,
Peer feedback versus teacher educators feedback in peer teaching: Zimbabwean teacher educators and pre-service teachers’ views
(Modestum, 2022-05-12) Sunzuma, Gladys; Zezekwa, Nicholas; Gwizangwe, Isaac; Zinyeka, Gracious
The study focuses on peer and teacher educators’ assessments in teacher education and the level of agreement between pre-service teachers’ and teacher educators’ assessments. The study employed a mixed-method approach using a lesson observation and assessment instrument and interviews to gather data. Seven conveniently sampled pre-service teachers and two teacher educators participated in this study. The findings showed statistically significant differences between pre-service teachers’ and teacher educators’ scores on ten items, and their scores were not statistically significant on five of the items. The pre-service teachers scored higher marks than the teacher educators. Their reasons for scoring higher marks were to maintain relationships and lack of content and pedagogical knowledge. Pre-service teachers need to know that peer teaching and assessment are meant for long-lasting learning instead of simply scoring marks.
Access status: Open Access ,
Pre-service teachers’ WhatsApp preferences in a mathematics methodology course during the COVID-19 pandemic
(DE Gruyter, 2022-03-10) Sunzuma, Gladys; Zezekwa, Nicholas; Mutambara, Tendai L.; Chagwiza, Conilius; Gwizangwe, Isaac
The study comprised thirteen pre-service teachers who were purposely sampled. Even though there are different online platforms that the pre-service teachers could have used, they all delivered their lessons through WhatsApp because of the several benefits attached to it such as ease and flexibility to use, low cost of WhatsApp bundles, various functions and the fact that it can be used anywhere at any time. The pre-service teachers faced several challenges during peer teaching using WhatsApp such as lack of smartphones, a flood of messages, human interruption, unavailability of electricity and internet and the nature of mathematics concepts. Difficulty in maintaining discipline, assessing learners’ progress was also difficult and it was time-consuming to prepare and deliver lessons using WhatsApp. The pre-service teachers suggested that the prices of online devices such as smartphones and WIFI should be subsidized. In addition, they suggested that lessons should be recorded for the learners and that parents should be involved in their children’s learning by encouraging them to provide online tools and educating them on online teaching and learning. The study recommends that pre-service teachers need to be trained on the use of online platforms so that they are equipped for any eventuality such as the COVID 19 pandemic.
Access status: Open Access ,
Zimbabwean mathematics pre-service teachers’ implementation of the learner-centered curriculum during teaching practice
(Modestum, 2022-08-22) Sunzuma, Gladys; Luneta, Kakoma
Effective mathematics teaching and learning is crucial not only for the purposes of examination and assessment but as well for the learners’ empowerment so that they cope with the ever changing technology and be able to solve real-life social and economic problems of the world. The study aimed at revealing the pre-service teachers’ pedagogical practices during teaching practice as well as whether they aligned their practices to the teaching approaches recommended in the mathematics syllabus. The case study involved four secondary school pre-service mathematics teachers who were purposively sampled. Documents, interviews and lesson observations were the data collection instruments. The results showed that out of the four teachers only two used both teacher-centered and learner-centered methods, whilst the other two used purely traditional teacher-centered methods. The learner-centered methods used by the two teachers were only limited to group work and pair work out of the several learner methods recommended by the syllabus. In this era of technology, none of the teachers made use of technology whilst delivering their lessons, which is also not in line with the syllabus requirements. Pre-service teachers need to be more knowledgeable in learner-centered approaches, syllabus use and interpretation as well as technology integration in the teaching and learning of mathematics.
Access status: Open Access ,
The Responsibility to protect principle in shaping international military intervention: the case of Syria
(Sryahwa Publications, 2018) Mlambo, Mavelous; Kurebwa, Jeffrey
The study looked at the responsibility to protect (R2P) principle in shaping international military intervention with particular reference to Syria. The study adopted a qualitative research methodology and a case study research design. Three key respondents were drawn from the Zimbabwe Republic Police, Zimbabwe National Army and the Ministry of Foreign Affairs on the basis of their previous experiences in various United Nations peace keeping missions. The findings of the study indicated that the R2P was important as it was saving lives of Syrian civilians who continue to die as a result of the protracted conflict. The study further established that the causes of the Syrian conflict were motivated by social, economic, political and religious factors. Self-interests of the United Nations Security Council (UNSC) members in the Syrian conflict were one of the major reasons why both humanitarian and military interventions under R2P have failed. The divisions among the Permanent Members of the UNSC has resulted in the selective application of the R2P norm at the expense of fostering peace in Syria. The study recommended that there was greater need for the United Nations to urgently invoke military intervention under the R2P in order to end the mass atrocities in Syria. Furthermore, there is need to reform the UNSC as its current structure clearly places disproportionate amount of power and influence over the actions of the international community in the hands of a few powerful nations.
Access status: Open Access ,
The Winding road to stabilisation: application of post-conflict recovery responses and frameworks in Zimbabwe
(Academia Letters, 2021) Mamombe, Trust; Kurebwa, Jeffrey
This paper argues that Zimbabwe needs a post-conflict recovery response and identifies priority actions to support a political evolution and socio-economic recovery. The study further suggests immediate steps donors and policymakers can take to heal the wounds of Zimbabweans and lift the majority from miserable poverty. While peacebuilding is a multi-faceted process requiring holistic approaches, it needs to be guided by a hierarchy of priorities established in response to the specific needs and political dynamics in a given context. Establishing such a hierarchy requires an overall political strategy. The people of Zimbabwe like any other post-conflict society must own the reconstruction process. This must go beyond common rhetoric.