Ethical crossroads: A study of factors impeding professional growth in initial teacher education in Zimbabwe

Abstract

Research on current discourses on educational change in general and teacher education in particular have identified reasons why some teacher education courses fail to connect with trainees. This study sought to investigate factors that underlie pre-service teachers\' resistance to an innovative religious and moral education course. A descriptive survey methodology was used to collect relevant data in this study. Oser's (1991) concept
of moral dilemmas was utilized as a theoretical framework for investigating and
interpreting the results. The sample comprised of 200 out of 700 teacher trainees
randomly selected from two primary teacher's colleges. A questionnaire was used to
collect data from participants. The study found that the socio-affective, factors, namely
the dominant social values and expectations, religious beliefs and doctrines, and an
inadequate professional support infrastructure constituted the major impediments to the
adoption of professional behaviors commensurate with teaching Religious and Moral
Education by prospective teachers. This study recommends the adoption of inclusive
policy interventions at national, college and school levels.

South African Journal of Higher Education Vol. 22 (4) 2008: pp. 843-860