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

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 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.

The role of schools during practicum in adapting to Vietnamese education innovation

“…All models are essentially promoting the roles of schools in assisting student teachers transform theory into real education environment. Magudu, S. (2018) confirmed the role of schools that, "the benefits cited for the trainees were that they would be granted an opportunity to apply the theory learned at college, rather than having a lot of theory which at times is obsolete, and that they would have the real picture and feeling of the profession". Schools focus on teacher training with such benefits as:…”

“…(Foerste, E. et al, 2017). Magudu, S. (2018) mentioned the role of schools in teacher training with placement and delineation of roles and responsibilities. The author expressed that schools supply instruction and assessment for student teachers.…”

“…3. Magudu, S. (2018) clarified that the school provides a professional learning environment to improve the quality of pre -service teacher training. In each stage, the management of practicum is renewed, adjusted in order to meet the renewal requirements of the educational career and the training renovation of the schools.…”