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Efficacy of teacher education institutions and primary schools in teacher preparation in Zimbabwe

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dc.contributor.author Magudu, S.
dc.contributor.author Gumbo, Mishack Thiza
dc.date.accessioned 2021-10-04T08:30:42Z
dc.date.available 2021-10-04T08:30:42Z
dc.date.issued 2019-03
dc.identifier.citation Magudu, S., and M.T. Gumbo. 2019. “Efficacy of Teacher Education Institutions and Primary Schools in Teacher Preparation in Zimbabwe”. South African Journal of Higher Education 32 (5), 104-23. https://doi.org/10.20853/32-5-2595. en
dc.identifier.uri https://doi.org/10.20853/32-5-2595
dc.identifier.uri https://hdl.handle.net/10500/28112
dc.description.abstract The purpose of this generic qualitative study was to examine the efficacy of teacher education institutions (TEIs) and schools in Zimbabwe in regard to partnering for the delivery of teacher education. Data were collected through semi-structured interviews and a focus group discussion (FGD) involving 24 participants and comprising student teachers, college lecturers and mentors. The findings revealed that there was a framework for TEI-schools collaboration in teacher preparation. The efficacy of the partnership was, however, undermined by such factors as inadequate attention being accorded to various aspects that are considered to be central to effective partnerships, i.e. planning, mentoring, TEI visits to schools, communication, and a number of inconsistencies that seemed to characterise the relationship. The findings suggest that the efficacy of the partnership could be enhanced through the recognition of the interdependent nature of the relationship, diversification of areas of TEI-schools joint activity and increased conversations between the partners about issues pertinent to the arrangement. The knowledge derived from the study may provide insights into factors that contribute to undermining the effectiveness of partnerships and the implications of these for the professional development of prospective teachers. en
dc.language.iso en en
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.title Efficacy of teacher education institutions and primary schools in teacher preparation in Zimbabwe en
dc.type Article en
dc.description.department Science and Technology Education en
dc.rights.holder This journal is an open access journal, and the authors and journal should be properly acknowledged, when works are cited.


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