Approaches to Teaching Practice and their Implications for Teacher Education Programmes in Zimbabwe

Abstract

Several approaches to teaching practice are possible. Much current discussions on the ways and means of improving teacher education is focused on this practical element of teacher preparation. (Stones and Morris, 1972). Some approaches to teaching practice will be examined in this paper. The meaning, impact on colleges of education and schools, merits and demerits and the feasibility for Zimbabwe of these approaches to teaching practice will be examined. It is hoped that the paper will generate discussion among teacher educators and all those interested in teacher education.