ISBN: 9786209254987 - geography teaching as a tool for enhancing values education: a case of promoting sustainable development values in selected secondary schools in northern education division (4 risultati)

Taschenbuch. Condizione: Neu. Geography Teaching as a Tool for Enhancing Values Education | A Case of Promoting Sustainable Development Values in Selected Secondary Schools in Northern Education Division | Asher KC Nkhata | Taschenbuch | Englisch | 2025 | GlobeEdit | EAN 9786209254987 | Verantwortliche Person für die EU: SIA OmniScriptum Publishing, Brivibas Gatve 197, 1039 RIGA, LETTLAND, customerservice[at]vdm-vsg[dot]de | Anbieter: preigu.…

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware 168 pp. Englisch.

Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book is about a study which aimed at exploring how Malawi secondary school Geography helps to promote geographical values particularly Sustainable Development Values (SDVs) in learners. This was achieved by examining how SDVs are addressed in secondary school Geography syllabi; investigating how secondary school Geography teachers address SDVs through the teaching of Geography; assessing challenges facing promotion of SDVs through the teaching of Geography, and evaluating how some Geography school leavers apply SDVs in their societies. The study was guided by Transformative Learning Theory, adopted a mixed-method approach and fell under the pragmatic research paradigm. It involved 78 Geography teachers and 38 former Geography students as participants. This project was conducted in 35 secondary schools in two districts (Mzimba north and Nkhata bay) of NED.…

Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This book is about a study which aimed at exploring how Malawi secondary school Geography helps to promote geographical values particularly Sustainable Development Values (SDVs) in learners. This was achieved by examining how SDVs are addressed in secondary school Geography syllabi; investigating how secondary school Geography teachers address SDVs through the teaching of Geography; assessing challenges facing promotion of SDVs through the teaching of Geography, and evaluating how some Geography school leavers apply SDVs in their societies. The study was guided by Transformative Learning Theory, adopted a mixed-method approach and fell under the pragmatic research paradigm. It involved 78 Geography teachers and 38 former Geography students as participants. This project was conducted in 35 secondary schools in two districts (Mzimba north and Nkhata bay) of NED.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 168 pp. Englisch.…