• Login
    View Item 
    •   UZ eScholar Home
    • Faculty of Social and Behavioural Sciences
    • Social Sciences Research , IDS UK OpenDocs
    • View Item
    •   UZ eScholar Home
    • Faculty of Social and Behavioural Sciences
    • Social Sciences Research , IDS UK OpenDocs
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Professional Studies: Evolution or Stagnation? The Zimbabwean Experience

    Thumbnail
    Date
    1997-03
    Author
    Mukorera, Mark
    Type
    Article
    Metadata
    Show full item record

    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.
    Full Text Links
    Mukorera, M. (1997) Professional Studies: Evolution or Stagnation? The Zimbabwean Experience. ZBTE Vol 5 no 1 (pp 71-76) UZ, Mt Pleasant, Harare: DTE.
    1022-3800
    http://opendocs.ids.ac.uk/opendocs/handle/123456789/6654
    URI
    http://hdl.handle.net/10646/2288
    Publisher
    Department of Teacher Education (DTE) University of Zimbabwe (UZ)
    Subject
    Education
    xmlui.dri2xhtml.METS-1.0.item-rights
    http://creativecommons.org/licenses/by-nc-nd/3.0/

    University of Zimbabwe (UZ)
    Collections
    • Social Sciences Research , IDS UK OpenDocs [1048]

    University of Zimbabwe: Educating To Change Lives!
    DSpace software copyright © 2002-2020  DuraSpace | Contact Us | Send Feedback
     

     

    Browse

    All of UZ eScholarCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    View Usage StatisticsView Google Analytics Statistics

    University of Zimbabwe: Educating To Change Lives!
    DSpace software copyright © 2002-2020  DuraSpace | Contact Us | Send Feedback