Rwandan Journal of Education
Journal / Rwandan Journal of Education / Vol. 7 No. 2 (2024) / Articles

 

Editorial message

Towards strengthening the mentoring of Teacher Training College (TTC) tutors through the co-teaching approach in the Eastern Province, Rwanda.

4-16

Factors influencing students’ Intrinsic Motivation to Learn English language in selected TVET Higher Learning Colleges in Rwanda

17-31

Effectiveness of audio-lingual teaching method to enhance students’ English speaking and listening proficiency: The case of selected primary schools in Nyagatare District

32-41

Assessing effectiveness of in-service Teachers’ Professional Development Programme towards equity and inclusion in education for children with disability in Dodoma, Tanzania

42-55

eLearning during the COVID-19 pandemic in Tanzanian Universities: Policy challenges and implications

56-70

Instructional supervision and teachers’ professional practices in Public Secondary Schools in Gasabo District

71-84

Going beyond the challenge: School leaders’ strategies for ensuring teachers’ engagement in student learning during COVID-19 related school closure in Rwanda

85-96

Exploring the curriculum for d/Deaf and hard of hearing children at a regular school in Zimbabwe

97-112

Teaching the genocide against the Tutsi and its implications for peace education

113-127

Effectiveness of continuous professional development training on lower secondary school mathematics and science teachers’ content knowledge in Rwanda

128-144

Efficacy of continuous professional development training on Rwandan upper primary teacher’s content knowledge in Mathematics and Science and Elementary Technology Subjects

145-159

Determinants of International Research Collaboration in Uganda: Case Study research registered at Uganda National Council for Science and Technology (2015-2019)

160-176