Challenges in Implementing Subject Specialisation by Primary Teachers in Zimbabwe
Abstract
The study aimed at investigating challenges faced by teachers in implementing subject
specialisation in primary schools in Zimbabwe. A case study design was used and primary
schools in Bindura Primary Schools which have which apply subject specialisation were
conveniently selected. Data were generated through interviews open-ended questionnaires.
Data were qualitatively analysed. The study found out that there was more of subject sharing
than subject specialisation since teachers were teaching subjects they did not specialise in.
The study concluded that subject specialisation is relevant in primary school teaching and
learning an appropriate model should be designed to ensure its effectiveness. The study
recommended that an appropriate model be designed to ensure subject specialisation is
applied effectively in schools.
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