HUNGWE, V. The Nexus of Curricular Reforms and Teacher Preparation: Assessing Pedagogical Content Knowledge and Instructional Alignment in Zimbabwe’s Competence-Based Mathematics Framework. Journal of Educational Theory and Practice, [S. l.], v. 3, n. 2, 2026. DOI: 10.62177/jetp.v3i2.1380. Disponível em: https://ojs.apspublisher.com/index.php/jetp/article/view/1380. Acesso em: 26 may. 2026.