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This paper presents the findings of a convergent parallel mixed methods research that was carried out to explore the views of student-teachers on how geometry was taught and the confidence of those student-teachers in teaching geometry to secondary school learners when they will become professionally qualified. Respondents were randomly selected from two Colleges of Education in Burundi. Although the study was predominantly quantitative, some qualitative data were also collected to gain deeperdoi:10.29333/ejmste/8334 fatcat:asi5i5rkmrhldofc6gfbpwpge4