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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 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 the inadequate attention accorded to various aspects deemed central to effective partnerships, such as planning, mentoring, TEI visits to schools, communication and inconsistencies that seemed to characterise the relationship. The findings suggest that the efficacy of the partnership can be enhanced by recognising the interdependent nature of the relationship, the diversification of areas of TEIschools joint activity, and increased conversations between the partners about issues which are pertinent to the arrangement. The knowledge derived from the study may provide insights into factors that contribute to undermining the effectiveness of partnerships, as well as the implications of these for the professional development of prospective teachers.

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