Teacher Education at the University of Zambia and Teacher Quality with Specific Reference to English Language

Abstract

This paper presents an analysis of the quality of teacher education at the University of Zambia by combining the findings of two PhD theses conducted at the University of Zambia and in secondary schools in the last two years. Using self-administered questionnaires and semi-structured interviews, both qualitative and quantitative data were collected from 191 and 200 participants respectively, comprising of students, newly qualified teachers (NQTs), heads of department (HoDs), deans, and lecturers. The findings in the two studies indicate that there are a number of institutional weaknesses in the provision of teacher education at the University of Zambia. Prominent among these weaknesses is the inadequacy of teaching practice experiences for student teachers and the mismatch between subject content offered at the University of Zambia and content taught at the secondary school level. The paper concludes that this combination of poor teacher preparation affects teacher quality, which in turn affects educational delivery by the teachers.

Civic Education Teaching Resources and Teacher Preparedness for Secondary School Competency-Based Curriculum in Lusaka, Zambia

“…Since curriculum changes from time to time, teachers require inservice training to be abreast with knowledge, attitudes and skills to enable them to implement the curriculum effectively (Mulenga, 2020). And since teachers have a vital role in influencing learners towards the achievement of learning outcomes, they thus have a key role to play in interpreting the objectives and content during curriculum implementation (Banja and Mulenga, 2019). While there were a number of studies related to teacher preparedness in the teaching of the competency based curriculum, they seem to be a lack of studies with a specific focus on civic education competency based curriculum implementation.…”

“…After the training, it was expected that civic education teachers would be prepared to effectively teach learners to acquire civic knowledge and develop relevant civic skills and attitudes. Banja and Mulenga (2019) noted that the curriculum content of any teacher preparation program is one of the criteria used to judge the quality of the program and eventually its products. Similarly, teachers were expected to prepare and use teaching resources provided when implementing the revised curriculum in civic education in order to bring real-life situations in class and thus foster learning.…”

Do Teachers and Students Share the Same Feedback Meaning? A Quantitative Study among Secondary Schools in Bulawayo, Zimbabwe

“…Scholars such as Kouwenhoven (2003), Mulenga and Luangala (2015), Banja and Mulenga (2019) and Mulenga (2015) explained that in developing countries, many higher education institutions experience a growing gap between their curricula and the demands from society, business and industry for a more flexible workforce with high competencies. On the other hand, several predictions have been made that the world of work will be significantly different in not long from now.…”

Newly Qualified Teachers and their Preparedness as Geography Teachers in Zambia

“…Teachers with high levels of competency in the knowledge to be taught, skills in methodology and an understanding of educational foundations are expected to be products of teacher education programmes (Curriculum Development Centre in Zambia, 2013). In preparing future secondary school teachers, the University of Zambia requires student teachers to select subject content as their academic majors and minors and some education coursework as part of their theoretical teacher preparation (Banja & Mulenga, 2019). Banja and Mulenga (2019) further explain that student teachers go for their internship in their third or fourth year as part of their practical preparation at the University.…”

“…In preparing future secondary school teachers, the University of Zambia requires student teachers to select subject content as their academic majors and minors and some education coursework as part of their theoretical teacher preparation (Banja & Mulenga, 2019). Banja and Mulenga (2019) further explain that student teachers go for their internship in their third or fourth year as part of their practical preparation at the University. Students enrolled in teacher preparation programmes can choose two teaching subjects in line with the secondary school curriculum (CDC, 2013).…”