EMERGING TEACHER EDUCATION NEEDS AS A RESULT OF LAND REFORM IN ZIMBABWE: A FOCUS ON NEW RESETTLEMENT AREAS
Journal Title: Academic Research International - Year 2012, Vol 3, Issue 2
Abstract
This study was prompted by public concerns and observations that schools that were rapidly set up to cater for the children of the settlers in the new resettlement areas motion by the Zimbabwean government in 2000, were not properly planned for and, therefore, did not have the basic infrastructure, facilities and resources expected in normal schools. This called for new skills demands on teachers manning such schools, skills that teachers were not prepared for during their training. The methodological approach to the study involved observations, interviews and lesson observations in purposively sampled resettlement schools. The data were qualitatively analysed under emerging themes and validated in a series of workshops to prepare an initial report for interested stakeholders. The study found out that while indeed the schools did not have basic infrastructure and resources expected in a normal school, teachers were doing their best to offer some education to the pupils. It was also established that indeed the fast track schools placed new skills demands on the teachers, for example, in handling composite classes that were prevalent in the schools. The study recommended that teacher education institutions and related organisations should include skills training related to conditions and situations in the fast track schools in the teacher education curriculum since such schools are likely to remain in operation into the foreseeable future.
Authors and Affiliations
Oliver Mavundutse, Cribert Munetsi, Attwell Mamvuto‡, Pharoah Mavhunga, Phebion Kangai, Rosewitta Gatsi
Keywords
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