Dr. Margaret Mdolo

Email Address

Mdolo.mm@mzuni.ac.mw

Location

Main Campus

Mdolo, M.M. (2017). Conceptualisation of Learner-centred Approach by some Pre-service teachers: Implications for practice. In Nampota, D. & Kazima, M. (Ed.) Proceedings of the International Conference on Teaching and Learning of Mathematics and Science, Lilongwe, Malawi, pp132-137.
Mdolo, M.M. & Mundalamo, F.J. (2014): Teacher Knowledge Shaping the Teaching of Genetics: A Case Study of Two Underqualified Teachers in Malawi, African Journal of Research in Mathematics, Science and Technology Education, DOI: 10.1080/10288457.2014.985468
Mdolo, M.M. & Doige, M. (2010). Factors that affect the implementation of a new Biology curriculum in Malawi. In Mudaly, V. (Ed.) Proceedings of the Eighteenth Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, University of Kwazulu Natal, pp299-304. ISBN #: 978-92-990043-9-5

2017: Learner centered activities when teaching genetics: experiences of secondary school teachers, paper presented at the University of Zambia (UNZA) and Hiroshima University (HU) 11^th annual research dissemination seminar on 21st-22nd August, Zambia.
2016: Teaching as a product of SMK, instructional resources and instructional strategies’ interactions: the case of three teachers teaching genetics in Malawi (SAARMSTE: TUT, Pretoria).
2015: How teachers handle learners’ questions and responses during lessons on genetics: A case study of two secondary school biology classrooms in Malawi (SAARMSTE: Maputo)
2014: Teaching genetics for the first time: a case study of an under-qualified teacher at a poorly resourced school (SAARMSTE: Nelson Mandela Metropolitan University)