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Teaching Practice is presumed to be key to professionalization of teachers, although very little research has been done on its effectiveness. This article seeks to show the views of stakeholders on the effectiveness of Teaching Practice in Zimbabwean primary schools. A case study which is largely qualitative was found appropriate. A sample of 84 participants comprising 40 student teachers, 20 mentors, four Teaching Practice co-coordinators and 20 school administrators was purposively drawn from Morgenster and Masvingo Teacher's colleges in Masvingo Province to help provide data on this issue. It emerged that Teaching Practice, though largely beneficial, was also detrimental to the grooming of an ideal teacher. From the findings, it was clear that the current thinking among stakeholders is from other institutions to allow for objectivity of the practice. It was recommended that, a revisit of the curriculum was necessary and the need for government to support Teaching Practice was also highlighted and that trainee teachers should be supervised by lecturers.

The history of the Shona people has it formally and informally that fertility is an issue of major concern to the couple, family and community. However, very little literature has been documented concerning the Shona worldview of fertility, as well as its causes and effects. Most of the knowledge and belief systems exist in oral form to the extent that, there is a temptation to exaggerate and mystify as well as misrepresent the concept and its practice. This makes it difficult for outsiders and other non-practising Shona people to appreciate the value of this real life-long African belief system, which has survived the test of time. The paper seeks to offer a philosophical insight and analysis of the perception and management of human fertility among the Shona people of Zimbabwe.