C.D.S: Current Practices and Imperatives for Change

Abstract

The article outlines the origin of the Curriculum Depth Study in Zimbabwe 's Teacher Education Curriculum. After the broad focus it focuses on Curriculum Depth Study activities at Mkoba Teachers ’ College. The activities are described as a basis for pointing out some of the limitations of current Curriculum Depth Study practices. The article argues that current Curriculum Depth Study practices need to be replaced by paction research oriented activities informed by principles gleaned from teacher professionalism. The article concludes by presenting a proposal for infusing action research into the teacher education curriculum.