Zimbabwean Teachers Research Articles

Preparing to lead schools: Leadership aspirations of Zimbabwean female teachers

Over the past two decades, the topic of women leading and managing education has increased and intensified, shifting focus to roles and performance. Hence this study was conducted to investigate the leadership aspiration trends amongst female teachers in Zimbabwe. It is also located within the global literature on social justice putting effort to foster positive social change in societies. A sample survey research design was utilized leading to the sampling of 160 female teachers from two districts – Mberengwa and Zvishavane in the Midlands province in Zimbabwe. Descriptive statistics were calculated on the survey data. Findings indicated that although the female teachers advanced their qualifications and scored positive achievement aspirations, they were not willing to take up leadership positions. To a great extent, this study lays the groundwork for policymakers, researchers and practitioners and points toward the path of knowledge generation and accumulation.

Esoteric Rumination: Can Emerging Researchers in Zimbabwean Teachers Colleges Genuinely Disengage the Publish of Perish Intonation?

The ‘publish or perish’ mantra has long defined university culture worldwide. This research paper thus explored research dilemmas faced by emerging researchers in teachers’ colleges in publishing research. In extant literature, not much attention has been paid to dilemmas facing emerging researchers in teachers’ colleges, particularly in Zimbabwe. This study was framed within the lens of the Integrated Theoretical Model of Research Productivity which argued that academic writing is a social practice encompassing power relations, identity and ideologically inscribed knowledge. The study used a qualitative research approach couched in a constructivist paradigm. Eight lecturers from a teachers college were purposefully sampled for face-to-face interviews and the data was subjected to deductive thematic analysis. The study found that emerging researchers decried lack of institutional funding support, training and mentorship, inadequate writing skills, and the absence of collaborative writing as major impediments. Writing was not yet part of the academic culture in teachers colleges which made emerging researchers lack the wherewithal to research. In light of the findings, the study recommends that to attain relevance in the Education 5.0 era, teachers colleges require a paradigm shift which will encourage the development of a writing and publishing culture to promote innovation. Keywords: Emerging Researchers, Neoliberalism, Publish Or Perish, Research Dilemmas, Teachers Colleges.

The influence of indigenous knowledge on chemistry metacognition.

Chemistry is viewed as a difficult and challenging subject by many learners and teachers which leads to poor academic performance in the subject. The majority of the pre-service science teachers in Zimbabwean teachers' colleges also find Chemistry to be a challenging subject. The focus of this study was to simplify and contextualize the teaching and learning of Chemistry concepts for life-long survival and problem-solving skills through exploring the influence of indigenous Chemistry knowledge on Chemistry metacognition. An embedded mixed methods case study was underpinned by the social constructivist theory, which is used to collect and analyse the data. Twenty-nine respondents were purposively sampled. Their metacognition awareness was determined through focus group interviews which are triangulated with a paper and pen test. The indigenous Chemistry knowledge possessed by the pre-service science teachers was collected using focus group interviews, which was then used in the intervention stage for Chemistry metacognition. The findings suggest that indigenous knowledge influences chemistry metacognition in a positive way. Further research is required on the relationship between indigenous Chemistry knowledge and Chemistry metacognition. It is recommended that Chemistry educators should be capacitated with skills for identifying and applying indigenous Chemistry knowledge that is relevant to Chemistry metacognition.

Teachers’ experiences of continuous professional development for citizenship and social cohesion in South Africa and Zimbabwe: enhancing capacity for deliberative democracies

While questions continue to be asked about teachers’ content and pedagogical content knowledge to ensure quality education systems, less consideration has been placed on teachers’ ability to teach for citizenship and social cohesion that contributes equally to quality education systems. This paper illuminates the understandings of citizenship and social cohesion held by South African and Zimbabwean teachers, their experiences of Continuous Professional Development (CPD) that promote the values of citizenship and social cohesion, and how they practice these learnings in their school contexts. The South African study presents the views of eleven high school teachers where data was procured through semi structured interviews. The Zimbabwean study presents the views of seventeen high school teachers, where data was procured through an open- ended questionnaire. The two studies suggest that teachers in South Africa and Zimbabwe share similar perspectives on citizenship and social cohesion, emphasizing nation-building and respect as key drivers. Teachers also report aligning their teaching practices with citizenship and social cohesion values with a limited focus on political participation, possibly due to fear of negative repercussions. Further, CPD for citizenship and social cohesion is fragmented, inconsistent and mostly absent. This study is an important contribution to debates about improving quality education and ensuring deliberative democracies in post-conflict and post-colonial states in the Global South. Teachers play a critical role in socializing schoolchildren for citizenship. As such, they need to be equipped with the skills that allow them to do so. Further to this, teachers also need the freedom and autonomy to discuss politics in the classroom without fear of negative repercussions, including alienation and fear of losing their jobs.

Teaching Danger and Silencing Desire: Gender, Culture and Sexuality Education in Zimbabwe

In sub-Saharan Africa, the effective implementation of Comprehensive Sexuality Education (CSE) remains challenging especially for teachers who fail to meet young people’s sexual health needs. In this study, we examine rural Zimbabwean teachers’ perspectives on, and their approach to sexuality education provided through Guidance and Counseling (G&C). Employing a new feminist materialist framework and by drawing from in-depth semi-structured interviews, we illustrate the assemblage of human and more-than-human elements that come together to reinforce sexual silencing and danger by elucidating three prevailing material forces that shape teachers’ approach to G&C. First, teachers place sexuality within the domain of danger and emphasize sexual risk to create healthy sexualities. Second, religious and cultural norms aggregate to place sexual pleasures under erasure while reinforcing female sexual purity. Third, in the context of sexual regulation, discussions about safe sex practices are difficult. While teachers’ capacity to engage with young sexuality is constrained by the entanglement of socio-material, religious, cultural and gender norms, the paper concludes with some reflection on possibilities for working with teachers to expand their capacities to effect change and improve sexual health outcomes for young people.

Implementing Internal Quality Assurance Systems in the In-Service Teacher Education Programmes in Zimbabwean Universities: The Quality Discourse

The emerging discourses in the Zimbabwean teacher education system have been on the capacity of in–service teachers to be transformative through their preparation at university. The call, then, has been on universities to improve their quality assurance and its effective implementation for quality programmes and learning outcomes. There have been growing indications and expectations that university in–service teacher graduates should lead in transforming the educational and economic systems of nations presenting a strong explanation for effective quality assurance structures in universities. In this article, the researchers contended that without robust quality assurance systems at Zimbabwean universities’ teacher education programmes, the nation may not achieve the desired educational vision. The paper reports, analyses practices and lessons learnt on the implementation of internal quality assurance systems on in-service teacher education programmes at one state university in Zimbabwe. Underpinned by the sociocultural theory, the qualitative case study used semi–structured interviews and open–ended questionnaires. One quality assurance directorate, four departmental quality assurance lecturers drawn from each of the four School of Education departments and twelve final years in-service students were purposefully sampled. The results indicated that the university had weak internal quality assurance management structures failing to continuously monitor and evaluate in-service programmes and their implementation. The study recommended that the institution reconstitutes the quality assurance body by bringing together all stakeholders including in-service students to a dialogue table to discuss how quality assurance standards and practices can be designed, implemented and evaluated. Keywords: Implementation, internal quality assurance, university, teacher education, in-service

Towards a context-relevant, institution-based ICT integration model of teacher education curriculum at diploma level in Zimbabwe

21st Century requirements for teaching and learning, driven by ICT advancements have opened doors for the development of models to guide and enhance ICT integration. Some countries have adopted international models and others have adapted them to suit their own environments. Zimbabwe still remains silent on what model it is using as there is no clear framework (policy related to ICT in education). In this paper, the authors focus on the Zimbabwean teacher education landscape in the absence of neither a distinct localised model nor an international one. Using literature review, document analysis and reviews of a proposed model, by six teacher educators from three secondary school teacher education colleges in Zimbabwe (carried out through semi structured interviews) this paper seeks to propose a framework for the integration of ICTs in teacher education curriculum. Drawing from literature around the Zimbabwean ICT landscape and its ICT policy framework, models proposed in the broader African and global contexts, we argue for a context-relevant and institution-based model of ICT integration for the teacher education curriculum in Zimbabwe. This proposed model privileges the localised contextual issues and takes a critical view of models which assume similarity of conditions across countries and institutions. Moreover, the model has relevance for ICT integration in the teacher education programmes of countries facing political and socio-economic challenges similar to those which Zimbabwe is facing.

Teachers' perceptions on teaching comprehensive sexuality education in early grades in Chipinge, Zimbabwe

This study aimed at unravelling and comprehending teachers' perceptions on the teaching of comprehensive sexuality education (CSE) in early grades. The study opted for a qualitative case study design in an interpretive paradigm, with semi-structured interviews and document analysis as data-gathering instruments. Ten primary school teachers responsible for early childhood development were selected through purposive sampling. The collected data were analysed using a thematic approach. This study revealed that early grade teachers in Zimbabwe perceived CSE as essential in empowering early grade children with skills, knowledge, and attitudes needed to protect them from sexual abuse. However, they were uncomfortable teaching it due to several cultural restrictions. The teachers felt the need to be supported in the teaching of CSE in early childhood by being provided with a curriculum, appropriate professional development strategies, and teaching materials. The study recommends the teaching of CSE at early childhood development level. Parents should be educated on the significance and objectives of CSE for their children.

The influence of indigenous knowledge on chemistry metacognition

Background: Chemistry is viewed as a difficult and challenging subject by many learners and teachers which leads to poor academic performance in the subject. The majority of the pre-service science teachers in Zimbabwean teachers’ colleges also find Chemistry to be a challenging subject. The focus of this study was to simplify and contextualize the teaching and learning of Chemistry concepts for life-long survival and problem-solving skills through exploring the influence of indigenous Chemistry knowledge on Chemistry metacognition. Methods: An embedded mixed methods case study was underpinned by the social constructivist theory, which is used to collect and analyse the data. Twenty-nine respondents were purposively sampled. Their metacognition awareness was determined through focus group interviews which are triangulated with a paper and pen test. The indigenous Chemistry knowledge possessed by the pre-service science teachers was collected using focus group interviews, which was then used in the intervention stage for Chemistry metacognition. Results: The findings suggest that indigenous knowledge influences chemistry metacognition in a positive way. Conclusions: Further research is required on the relationship between indigenous Chemistry knowledge and Chemistry metacognition. It is recommended that Chemistry educators should be capacitated with skills for identifying and applying indigenous Chemistry knowledge that is relevant to Chemistry metacognition.

The Convolutions of the Concept of Age of Consent amongst Primary School Teachers in Zimbabwe

The world over the age of consent is used as a child empowerment and protective tool. It has been argued that the age of consent supports teenagers as they negotiate the most profound aspect of childhood transition into adulthood. During this period, children and teenagers face abuse, bodily violence and exploitation. The study sought to analyse the perceptions and views of primary school teachers about age of consent within the educational setting. The study was guided by the interpretivist philosophy and was methodologically underpinned by the qualitative research design, particularly regarding data, which was collected utilising in-depth interviews and focus group discussions to solicit research participants’ opinions, feelings, and thoughts that represent their world views. The study established that teachers had little knowledge about the age of consent due to misrepresentation in the legal frameworks and inconsistencies in the law on the matter. In addition, customary, cultural, and religious practices remain “blind” in the way they approach children’s rights issues. Thus, the article advocates for a child-centred framework when dealing with issues that affect the well-being of children as a way of demystifying the age of consent in the educational sector, which should also be informative not only to teachers but traditional leaders and legal practitioners so as to have a shared understanding of the concept. It is recommended that the age of consent should be the same for both boys and girls just as the age of majority, which is at 18 years.

Teacher Development During and Beyond COVID-19: Perspectives from Zimbabwe

The purpose of the study was to examine how Zimbabwean teacher educators can develop pre-service and in-service teachers to teach effectively during the COVID-19 pandemic and beyond. This qualitative study, guided by the case study method, gathered the perspectives of experienced teachers and teacher educators in schools, teacher colleges and universities in Harare. Data was generated by means of face-to face interviews, Zoom meetings, WhatsApp and Google Talk, and it was analysed using the content analysis technique. My study found that pre-service and in-service teachers should acquire pedagogical and technological skills in addition to what they have been taught. Teacher educators as well as pre-service and in-service teachers also need information communication technology (ICT) knowledge and skills to implement blended teaching and learning, use the On-Demand Examination system, and develop and implement formative and summative assessment. Beyond the pandemic, the traditional 3-3-3 model of teacher development (i.e., 1 year, 3 school terms in college; 1 year’s teaching practice;1 year in college)will likely continue to be based on blended learning and Open and Distance eLearning (ODeL). It is recommended that technology infrastructure in Zimbabwe be upgraded to allow teacher educators, practising teachers and student teachers easy access to the internet, while also training them in ICT skills and knowledge.

Mentoring pre-service teachers in situated learning: A case study of a Zimbabwean teacher training college

Mentoring pre-service teachers in situated learning: A case study of a Zimbabwean teacher training college

Mentoring pre-service teachers in situated learning: A case study of a Zimbabwean teacher training college

Mentoring pre-service teachers on teaching practice is an important part of the teacher development process. Pre-service teachers initially did teaching practice in schools where they could put what they had learned in their teacher education institute into practice. Teaching practice is now possible in virtual classrooms. This connects mentorship to the situated learning theory, which holds that effective education necessitates learning rooted in authentic contexts of practice, where pre-service teachers will participate in activities within social communities. Two teaching practice coordinators, eleven lecturers, seventeen pre-service teachers, and ten mentor teachers who were purposefully selected to participate in the study were interviewed using qualitative research approaches. Face-to-face interviews and focus group discussions were used to gather information. In this paper, I discuss the aspects that contribute to effective TP mentoring implementation as well as the contextual learning theory. Collaboration, introspection, coaching, multiple practice, acquisition of new abilities, and authentic situations are among the factors shown in the study. The mentor teacher serves as a knowledge provider, facilitator, and mediator. In the college under study there is great emphasis on that pre-service teachers get attached to mentor teachers in their practicing schools.

Peer feedback versus teacher educators feedback in peer teaching: Zimbabwean teacher educators and pre-service teachers’ views

The study focuses on peer and teacher educators’ assessments in teacher education and the level of agreement between pre-service teachers’ and teacher educators’ assessments. The study employed a mixed-method approach using a lesson observation and assessment instrument and interviews to gather data. Seven conveniently sampled pre-service teachers and two teacher educators participated in this study. The findings showed statistically significant differences between pre-service teachers’ and teacher educators’ scores on ten items, and their scores were not statistically significant on five of the items. The pre-service teachers scored higher marks than the teacher educators. Their reasons for scoring higher marks were to maintain relationships and lack of content and pedagogical knowledge. Pre-service teachers need to know that peer teaching and assessment are meant for long-lasting learning instead of simply scoring marks.

A Changing World and a Changing Teaching Practice Model for Zimbabwe in a Post Covid-19 Context

The advent of Covid-19 in March 2020 and its declaration by WHO as a global pandemic led to a closure of schools which, in turn, affected the Teaching Practice (TP) component of the 3-3-3 teacher education model. This research sets out to establish alternative TP models when face to face interaction is impossible. In doing so, the study analyses Zimbabwean teacher education TP policy with regard to how it might remain relevant in the post Covid-19 context without compromising its quality. The study was carried out at a teachers’ college in the Midlands Province. It utilises online focus group discussion, interviews, and document analysis to generate data. Through the lens of content and discourse analysis, the study unpacks the professional arguments presented by college lecturers who forged onwards and redirected teacher education in the post Covid-19 context. It emerges that a TP model which accommodates supervision and assessment based on video recorded lessons is a good alternative to traditional face to face supervision. College lecturers certainly regard the TP component of teacher education as crucial and, therefore, not simply to be left in the hands of school-based supervisors. Furthermore, online supervision and assessment is possible regardless of internet access challenges. The study recommends that colleges utilise both traditional and online based supervision where applicable. Student teachers are encouraged to video record lessons during the periods they have learners, so that the video recorded lessons could be used for their supervision and assessment when learners are unavailable. Further studies could consider the feasibility of a larger scale online TP supervision model.

Perceptions and experiences of teachers in Zimbabwe on inclusive education and teacher training: the value of Unhu/Ubuntu philosophy

ABSTRACT Inclusive education initiatives have been endorsed globally, especially by international development agencies. This study sought to get the views and experience of both in-service and trainee teachers about inclusive education and teacher training in the aftermath of the implementation of the ‘new’ Curriculum Framework for Primary and Secondary Education 2015–2022 in Zimbabwe. This new curriculum is said to be grounded in Unhu/Ubuntu philosophy. I use Unhu/Ubuntu philosophy as an evaluative and conceptual framework to examine inclusivity issues within the new curriculum. Drawing on a qualitative study involving content analysis, two key informant interviews and four focus group discussions on teacher education and inclusive education conducted in Manicaland province in the eastern part of Zimbabwe, findings highlight challenges faced in realising the Unhu/Ubuntu philosophical value of inclusivity in education. These impediments are unsurprisingly similar to those reported in other studies, both in Zimbabwe and in other countries. The paper identifies and highlights some of the reasons why inclusive education has remained elusive and makes some recommendations. It calls for teacher education premised on the indigenous Unhu/ Ubuntu philosophy. In doing this, the paper contributes to debates on inclusive education and discussions on decoloniality of education in postcolonial states.

Searching for learners’ voices: Teachers’ struggle to align pedagogical-reform policy with instructional practice

Abstract Globally, pedagogical reform policy seeks to give space to learners’ voices. But teachers often struggle to engage learners in knowledge construction, deconstruction and reconstruction; as advocated by official curriculum reform policy. Aligning classroom practice to pedagogical-reform policy remains an uphill struggle for most teachers. This article examines Zimbabwean teachers’ efforts to align teaching methods to new curriculum policy which seeks to engage learners in classroom discourse. Using a qualitative multiple-case study and the theoretical lens of sensemaking, a case study of History teachers assessed how they were implementing new pedagogical prescriptions. Data gathered from the document analysis, interviews and 47 lesson observations suggest that, although participants made efforts to open up a space for learners’ voices, they often drifted towards teacher-centred practice. Some participants complained that the unavailability of technology‑based instructional resources, recommended in the new reform policy, made them resort to rote pedagogy. Others believed that teacher didacticism and the dictation of notes were inevitable in History instruction. The use of learner‑centric approaches (as advocated by policy) appeared to be just a drop in the ocean. This study recommends pedagogical reorientation for teachers if learners’ voices are to be heard and large-scale instructional reforms are to be successfully enacted at classroom level.

Effectiveness of Approaches Used in Addressing Students’ Depression among Teachers’ Colleges in Zimbabwe

The study sought to investigate on the effectiveness of approaches used in addressing depression among young adults at teachers’ colleges in Zimbabwe. The study adopted the post-positivism paradigm where a mixed approach was used through questionnaire and interview schedule as means of data collection. The sample consisted of 206 participants drawn from 180 students, two vice principal, two deans of students, 13 heads of departments, one chaplain and eight counsellors. While quantitative data was coded and analysed by the use of tables with frequencies and percentages, qualitative data was analysed through the thematic approach. The study concludes that cognitive behavioral therapy, behavioral therapy and person centered therapy are used to address depression cases in Zimbabwean teachers’ colleges. The specific techniques which were commonly used include guided discovery, role play, cognitive restructuring, relaxation and visualization, exposure and person centered. The study therefore recommends that the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development and other stakeholders should come up with a policy which spells out expected counselling approaches and techniques to be used at the colleges to address the depression of students. The study further recommends the provision of more trained counselling personnel for the identified approaches to be effective in addressing depression.

Investigating Determinants of Behavioural Intention to Accept Technology of Zimbabwean Teacher Education Colleges Lecturers

The use of technology has necessarily invaded all aspects of our lives. One such area is education, especially that of lecturers at teacher training colleges. However, availability of technology in the education system does not necessarily mean the use of technology. Acceptance of technology use by individuals is critical to the successful implementation of technology in teacher training. Therefore, there is a need to research factors that determine the intention to use technology. Researchers have listed numerous variables that influence the intention to use the technology in various aspects of education. This article aimed to determine whether age, gender and academic qualification influence lecturers' behavioural intention to accept and use technology. Data were collected from lecturers in 10 teacher-training colleges using a unified theory of acceptance and use of technology (UTAUT)-based questionnaire. SPSS (v. 20) descriptive statistics were used in data analysis. The results indicated that gender, age and level of education have no influence on the behavioural intention to accept and use technology. These findings provide important practical implications, which must be considered in technology training of teacher training college lecturers.

Expectations of Zimbabwean Teachers and School Heads Regarding Forms of Professional Development Approaches Applied by Supervisors

The study sought to investigate forms of instructional supervisory assistance and professional development approaches teachers expect to receive from their supervisors. The investigation employed a mixed methods research design. The study population comprised all teachers and heads in schools in Harare and Mashonaland Central Provinces. It was conducted in 628 schools: 298 in Harare, and 330 schools in the predominantly rural Mashonaland Central Province. Harare being the largest city was specifically selected as a typical urban province; while Mashonaland Central, with many responsible authorities, was specifically chosen to represent predominantly rural province. The population was stratified according to province and position of would-be respondents. The required random sample was taken from each stratum. Sample size was 741 teachers and school heads randomly selected as follows: 373 from Harare and 368 from Mashonaland Central. Data were collected through questionnaires in which respondents indicated their expectations. Findings revealed that teachers expected the following forms of assistance from supervisors: making greater use of multi-sensory visual teaching aids; caring for needs of talented learners; evaluation of teacher’s own teaching competence, and conducting a good lesson. Both school heads and teachers viewed as effective supervisory approaches, participatory ones in which teachers jointly-planned and organized with supervisors. Major challenges faced by schools included shortage of time, inadequate teaching and learning resources, negative attitudes and low teacher morale. The study recommends that education Supervisors embrace these expectations and employ more participatory approaches.