Empowering Teachers to become Change Agents through the Science Education In-Service Teacher Training Project in Zimbabwe

摘要: This paper presents findings from a study of three Zimbabwean science teachers who participated in the Science Education In-service Teacher Training (SEITT) program. At turn century, SEITT program was designed to develop and mathematics into expert masters resource for Zimbabwe’s ten school districts. The investigated successes challenges faced by were process reforming their pedagogical practices as well writing using contextualized curriculum materials teach secondary science. Data collected through telephone interviews. reported that helped them transform practice peers. They also changing teaching methods motivated learners actively participate this change resulted improved teacher efficacy. discusses implications improving suggestions contextualizing developing countries. Resume Cet article presente les resultats d’une etude concernant trois enseignants de Zimbabweens qui ont participe au programme formation en service des education sciences (FCEES). Au tournant du siecle, le FCEES ete concu afin former professeurs et mathematiques maitres experts enseignants-resource pour dix districts scolaires Zimbabwe. Cette examine succes defis rencontres par etaient plein processus reformer leurs pratiques pedagogiques ainsi que d’elaborer d’utiliser curriculums contextualises enseigner secondaire. Les donnees recueillies travers entrevues telephoniques. rapporte aides transformer leur pratique meme celle collegues. Ils egalement changer methodes d’enseignement motive apprenants participer activement, ce changement contribue augmenter efficacite tant qu’enseignant. discute visant ameliorer l’enseignement sciences, recommendations contextualiser programmes dans pays voie developpement.