A Proposed Model For Teacher Education In Zimbabwe

Abstract

This paper discusses how teacher education programmes in Zimbabwe might be designed to produce a cadre of teacher with the capacity to adapt to the varied and ever-changing teaching contexts of the twenty- first century. In discussing teacher education in Zimbabwe, and to avoid an abstract and general discussion, a concrete model is drawn from English as a Second Language (ESL) teacher education programme. The choice of ESL for purposes of illustration is mainly due to the fad that it is an area the writer has done extensive research in. However, the basic teacher education principles discussed in this paper should apply equally well to any teacher education programme in Zimbabwe which is not necessarily ESL focused. The main thrust of my argument is that if change in the Zimbabwean, classroom is to be effected, it has to start at the teacher preparation stage. Using a conceptual framework in which theoretical and applied linguistics and language learning interact with classroom practice, I argue that teacher education programmes that are based on giving prescriptions to student teachers are not likely to have an impact on the students. Instead, I suggest that teachers be empowered with research and reflective teaching skills in order to become adaptable and autonomous professionals.