Bridging Courses: The Doctor’s Prescription for Dwindling Student Teacher Enrolments at Teacher Education Colleges in Zimbabwe?

Abstract

This paper explores the perceptions of students and lecturers as regards the recently introduced bridging courses programme in teacher education in Zimbabwe. To gather data for this paper, the qualitative research paradigm was employed. A case study of teacher education colleges that have adopted and implemented the bridging courses concept was done. Interviews with the administrative authorities at the teachers’ colleges, students and lecturers were done to ascertain their views about the programme. Observations of the situation on the ground were also done. The study brings up the rationale for the programme and illuminates the situation obtaining in teacher education colleges in relation to the way it operates and its difference from the mainstream teacher education programme. It establishes that although it is a way of boosting enrolments for teacher education programmes, it raises such issues as the probability that all the students will pass, what to do with the failing students, the amount of time spent pursuing one or two subjects at the same time masquerading as a teacher education student. Thus, these issues become grey areas which the responsible authorities need to clear to ensure viability of the programme. This paper therefore recommends the adoption of the conventional bridging course concept akin to the one in many worldwide universities whereby a student is assisted in handling the concepts in the bridged course.