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Professional Studies: Evolution or Stagnation? The Zimbabwean Experience

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dc.creator Mukorera, Mark
dc.date.accessioned 2015-08-03T15:14:02Z
dc.date.accessioned 2015-12-08T10:55:41Z
dc.date.available 2015-08-03T15:14:02Z
dc.date.available 2015-12-08T10:55:41Z
dc.date.created 2015-08-03T15:14:02Z
dc.date.issued 1997-03
dc.identifier Mukorera, M. (1997) Professional Studies: Evolution or Stagnation? The Zimbabwean Experience. ZBTE Vol 5 no 1 (pp 71-76) UZ, Mt Pleasant, Harare: DTE.
dc.identifier 1022-3800
dc.identifier http://opendocs.ids.ac.uk/opendocs/handle/123456789/6654
dc.identifier.uri http://hdl.handle.net/10646/2288
dc.description.abstract Since 1980 numerous changes have occurred in the content and structure of teacher education programmes in Zimbabwe. The driving force behind the changes has been the desire to strengthen, in qualitative terms, the teacher preparation programmes. Effective teacher education programmes, would positively impact on the quality of teaching and learning going on in our schools since, as McNamara and Ross (1982) put it, “At the heart of the educational process lies the child” In an attempt to create programmes that produce competent teachers, the teachers’ colleges, in conjunction with the Department of Teacher Education at the University of Zimbabwe, have made deliberate efforts to upstage the role of Professional Studies in teacher training programmes. One such effort was the commissioning of the Teacher Education Review Committee (1986) which was tasked with the responsibility of formulating syllabus guidelines. Among other purposes, the guidelines would help “refine teacher education programmes so that they become increasingly more meaningful and effective” (TERC Report 1986 p iv) However, apart from pointing out that “Professional Studies is intended for pre-service teachers and combines upgrading of course content and methods of teaching subjects in schools” (p83) the report does not provide any guidelines on what constitutes Professional Studies nor does it provide a rationale for the inclusion of the course on teacher education programmes. Lack of clarity on what constitutes Professional Studies and what role it plays in the preparation of teachers may have deprived teacher educators of opportunities to design effective Professional Studies Syllabuses. This paper attempts to define Professional Studies as well as proposing a rationale for perceiving Professional Studies as the key component of any teacher preparation programme.
dc.language en
dc.publisher Department of Teacher Education (DTE) University of Zimbabwe (UZ)
dc.rights http://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights University of Zimbabwe (UZ)
dc.subject Education
dc.title Professional Studies: Evolution or Stagnation? The Zimbabwean Experience
dc.type Article


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