REVISITING PRESERVICE TEACHER EDUCATION IN THE CONTEXT OF COLLEGE/UNIVRSITY- SCHOOL PARTNERSHIP

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Published: Aug 9, 2024
Keywords:
Constructivist and reflective teacher education, Initial teacher education, mentors, practicum, teacher’s competencies

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Madalitso K Banja
a:1:{s:5:"en_US";s:4:"UNZA";}
Peter Chomba Manchishi
UNZA

Abstract

Teachers’ competences impact on learners’ outcomes. This makes initial teacher preparation critical. The Ministry of Education in Zambia (1992) records that teacher education is central to effectiveness and efficiency of the education system. Teachers provide learning experiences to lead their learners from the darkness of ignorance to the light of knowledge. Since the teacher is the most important element in any educational programme, it is necessary to prepare one with adequate knowledge, skills, interest and right attitude towards the teaching career. With the many shortcomings that preservice teacher education in Zambia is beset with, such as inadequate supervision  of  the  practicum, weak partnership  with  schools, and inadequate funding, it is not adequately preparing teachers with appropriate knowledge and skills (Luangala, 2001). Zambia is using the college/university-based model in which student teachers spend more time learning theory {course work} to the detriment of practice. This can have a negative impact on the quality of graduates. Because of this the authors are advocating for preparation of teachers using the school-based model. In this model, student teachers are attached to partner schools from year one of the progamme. First, they are required to observe lessons delivered by experienced teachers {mentors} before being engaged in actual teaching. It is envisaged that through the school-based model, student teachers will have more time to reflect on their experiences through, for example, the portfolio in which they will track their progress by building narratives of their work. This is not happening under the college/university-based model.  

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How to Cite
Banja, M. K., & Manchishi, P. C. (2024). REVISITING PRESERVICE TEACHER EDUCATION IN THE CONTEXT OF COLLEGE/UNIVRSITY- SCHOOL PARTNERSHIP. Kwame Nkrumah University Multi-Disciplinary Journal - Zambia, 1(1), 28–35. Retrieved from https://accessjournal.nkrumah.edu.zm/index.php/knuj/article/view/21
Issue
Vol. 1 No. 1 (2024): Kwame Nkrumah University Multi-Disciplinary Journal
Section
Education
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Author Biography

Peter Chomba Manchishi, UNZA

Peter Chomba Manchishi

 

Peter C. Chomba is an Associate Professor of Teacher Education at the University of Zambia where he has been teaching French Teaching Methods, Assessment in Language Teaching and Educational Research Methods since 1994 when he joined the University of Zambia under the Department of Languages and Social Science Education in the School of Education. Professor Manchishi is a veteran educationist who has held several positions of responsibility in the School of Education and the University of Zambia over the years including that of Assistant Director of the Directorate of Research and Postgraduate Studies. He is currently serving as chairperson of the Implementation Committee at the University of Zambia of the Partnership between the University of Zambia and Zimbabwe Open University (UNZA-ZOU) since 2013. This is an educational collaboration, offering masters programmes through distance education and also doctoral programmes by research only. He obtained his PhD in Applied Linguistics from the University of Franche Compte at Besancon, in France. Before joining the University of Zambia, he worked as a secondary school teacher from 1973 to 1980. Between 1981 and 1988 he worked as a teacher educator at the Kwame Nkrumah College. From 1992 to 1994 he worked as coordinator of Teacher Training Colleges in the Ministry of Education. His research interests include teacher and foreign language education. He has published several books, book chapters and articles in peer-reviewed journals including as co-author of article  ‘Instructional strategies used by teachers in Multilingual classes to help non-speakers of the language of instruction learn initial reading skills in Zambia’ in the International Multilingual Research Journal-Routledge.

 

 

Madalitso K. Banja

Madalitso Khulupilika Banja is a Senior Lecturer and Teacher Educator at the University of Zambia, in the Department of Educational Psychology, Sociology and Special Education. He holds a PhD in Sociology of Education from the University of Zambia. His PhD topic was ‘Mentoring of newly qualified teachers in Zambian secondary schools: An introspection of teachers’ and head teachers’ perspectives in selected districts of Zambia.’ Before joining the University of Zambia Banja taught Sociology of Education and Educational Research Methods at the Copperbelt College of Education (currently Mukuba University). Before that he taught English Language and Literature in English in the secondary school sector under the Ministry of Education.

Banja has authored three books: Support Systems for Newly Qualified Teachers in Africa: Policies, Practices, Challenges and Future Trends (2022); Teachers as agents of Pupil Indiscipline (2013) and Faith of Many Colours: Reflections on Pentecostal and Charismatic Challenges in Zambia (2009). He has also edited two books; Selected Readings in Education Volume 2 (2019) and Selected Readings in Education (2017). In addition, Banja has written several book chapters; and articles in peer refereed journals, mainly on the mentoring of newly qualified teachers. Recent articles include ‘An analysis of the high performance of community school pupils in the Grade seven national examinations in Zambia’ with Dominic Yumba as lead author in the Namibia Educational Reform Forum Journal, Volume 31 Issue 1, Pages 92-100, 2023 ISSN: 1022-6087; and ‘Collaborative Undergraduate Research Dissertation Writing in a low resource university context in Zambia’ with Gabriel Walubita (Lead author) and Kenneth Kapalu Muzata in the Journal of Educational Research on Children, Parents & Teachers, Volume 3, No. 1, 2022, 548-565 ISSN: 2664-3812. Dr Banja has presented papers at international fora including the World Congress on Sociology (2010), the Distance Education and Training in Africa (2013, 2015 and 2017), African Teachers’ Regulatory Authority (AFTRA, 2016) and the Southern African Comparative History and Education Society (SACHES, 2014 and 2017). He serves a board member of the Namibia Educational Reform Forum Journal. His research interests include professionalism in teaching, mentorship of newly qualified teachers and school climate. Banja also has a passionate desire for collaboration in research and publication among scholars within and outside of Africa.

 

Dr Banja is an active member of the International Sociology Association (Research Committee on Sociology of Education), and the Organisation for Social Science Research in Eastern Africa (OSSREA). He has won several awards, including the Council for the Development of Social Science Research in Africa (CODESRIA) Award for Small Thesis Writing in 1999 and 2010. In 2010 and 2012, he also won the Organisation of Social Science Research in East Africa (OSSREA) PhD Research Methodology Training Award.

 

 

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