Teacher Education and Zimbabwe’s Industrialisation Agenda: Views and Perceptions of Lecturers in One Selected Teachers College in Zimbabwe

Abstract

The main objective of this study was to assess the role of lecturers in the re-industrialisation of Zimbabwe. The study was done with a view to drawing up strategies aimed at improving the contribution of lecturers in the pre-service teacher education programme at teachers’ colleges. The thrust of the study was qualitative; and semi-structured interviews were used to collect requisite data. One pre-service primary teacher education institution in Bulawayo Metropolitan Province was employed as the case study and college lecturers’ awareness of, and response to the Vision 2030 re-industrialisation agenda were assessed. It emerged from this study that pre-service teacher education lecturers consider re-industrialisation as a calling for ideological and practical skills development processes requiring the participation of both staff and student teachers. Findings of this study suggest the need for continuous reviews of the pre-service teacher education programme, modification of teaching approaches and participation in production initiatives on a regular basis for effective national re-industrialisation. The study revealed that college lecturers were aware of the industrialisation drive by the Zimbabwean government and, as such, modified the curricular to align well with the new primary school syllabi that emphasises on innovative practices and production. From the research, it was noted that participation in practical projects was confined to a small percentage of staff and there was a need to consider the student teacher as an active participant in the education of the child. Training gaps to promote the re-industrialisation agenda were identified and, thus, calling for the re-engagement of the practising teacher. The study recommended for the development and reorientation of pre-service primary education college lecturers on the need to align teaching approaches with practice for effective participation and meaningful outputs to be realised from pre-service primary teachers’ colleges. The need for material and non-material support was identified as a desired thrust towards re-industrialisation.