EDUCATION CHALLENGES AFFECTING RESEARCH AND SKILFUL TEACHING-LEARNING (PEDAGOGIES) IN ZIMBABWE

Lincolyn Moyo, Lillie Beth Hadebe

Abstract


Although Zimbabwe has tried devoting resources to address educational challenges, literature reviewed has indicated that Zimbabwe education system still needs priority towards the consolidation and improvement of both quality and quantity. Even though both quantity and quality issues are interrelated this study focused more on qualitative challenges affecting research and skilful teaching-learning (pedagogies) in the classroom. Through data collection and analysis four major challenges affecting skilful teaching were deduced, teacher incompetency, teaching being more teacher-centred preparing students to pass examinations, limited critical thinking teaching-learning activities and ineffective initial teacher training. Quantity challenges directly linked to skilful instructing are mainly, inadequate schools-infrastructure and insufficient resources. The above research findings were reached through qualitative analysis of published literature sources on challenges affecting research and skilful teaching. This research concluded that, the solution to most qualitative classroom based challenges can be solved by teacher competency gained through rigorous teacher training and consistent research/application of innovative pedagogies. Besides realigning teacher education, research funding, consistent teacher in-service and incentives for teachers were recommended.

 

Article visualizations:

Hit counter

DOI

Keywords


research, skilful teaching, quality and quantity in education, innovative pedagogies

Full Text:

PDF

References


Adentwi, K.I. (2002).Principles: Practices and Issues in Teacher Education. Kumasi: Skies Printing Works.

Avalos, B. (1980). ‘Teacher effectiveness research in the third world highlights of a review’ Comparative Education, 16 March, p45-54.

Bahruth, R. & Steiner, S. (2000). Upstream in the mainstream pedagogy against the current, in S, Steiner; H, Krant; P, McLaren & R, Bahruth (eds.), Freirian pedagogy, praxis and possibilities projects for the new millennium,pp-119-146.New York: Falmer.

Ball, D.L. & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics, in J, Boaler (ed.), multiple perspectives on the teaching and learning of mathematics, pp.83-104. Westport, CT: Ablex.

Bao, K.S. (1987). An introduction to curriculum studies in Africa. London: Macmillan.

Beyer, L.E. (1991). “Schooling, moral commitment and the preparation of teachers”. Journal of Teacher Education, 42(3), 205-215.

Brown, J.S., Collins, A. & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher,18(1), pp.32-42.

Calderhead, J.S. (1987). Exploring teachers ‘thinking. London: Cassel Education.

Chakradhara, S.Y. & Rao, D. B. (2006). Techniques of teaching science. Sonali Publications: New Delhi.

Chance, P. 1986. Thinking in the classroom: A survey of programs. Columbia University: Teachers’ Press.

Carnoy, M. (1977). Education as cultural imperialism. Longman: New York and London.

Chikomba, C. (1988). Education in Zimbabwe since independence. University of Stockholm: Stockholm.

Costa, A.L. (1985). Developing minds: A resource book for teaching thinking. Association for supervision and curriculum development: Virginia.

Colclough, C., Lofstedt, J-I., Moyo, M., Maravanyika, O.E. & Ngwata, W.S. (1990). Education in Zimbabwe: Issues of quantity and quality. SIDA: Stockholm.

Cole, M. (1996). Cultural Psychology: A once and future discipline. Cambridge, MA: The Belknap Press

Darling-Hammond, L. (2001).Teaching quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), retrieved from http://epaa.asu.edu/epaa/v8n1. Accessed 09 May 2014.

Darling-Hammond, L.2005. Teaching as a profession: Lessons in teacher preparation and professional development. Phi Delta Kappan, 87(3), 237-240.

Doyle, W. (1986). Classroom organisation and management, in M.C, Wittrock (ed.), Handbook of research on teaching, (3rd Ed.). New York: MacMillan.

Erickson, F. (2002).Culture and human development. Human Development, 45(4), 299-306.

Entwistle, N. (1993). Styles of learning and teaching. David Filton Publishers: London.

Esterberg, K. K. (2002). Qualitative methods in school research. McGraw-Hill Higher Education: Boston.

Fafunwa, A.B. & Aisiku, J.U. (1982).Education in Africa: A comparative survey. London: George Allen and Unwin.

Fisher, R. (1995). Teaching children to think. Stanley Thornes Publishers Ltd: Cheltenham.

Fleisch, B. (2008). Primary education crisis: Why South African school children underachieve in reading and mathematics. Cape Town: Juta & Co.

Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum Publishing Corporation.

Fuller, B. & Snyder, C.W. (1991). Vocal teachers, silent pupils? Life in Botswana classrooms. Comparative Education Review, 35(2), 274-294.

Gboku, M. & Lekoko, R. N. (2007). Developing programmes for adult learners in Africa. Pearson Education: London.

Glass, R.D. & Wong, P.L. (2003). Engaged pedagogy: Meeting the demands for justice in urban professional development schools. Teacher Education Quarterly, 30(2), 69-87.

Gray, D. E. (2010). Doing research in the real world. (2ndEd.). SAGE: London.

Goldhaber, D.D. & Brewer, D.J. (2000). Does teacher certification matter? High school teacher certification status and student achievement. Educational Evaluation and Policy Analysis, 22(2), 129-145.

Grainger, I.P. (1986). Literacy participation in Zimbabwe. Harare: University of Zimbabwe.

Grossman, P.L., Schoenfield, A. & Lee, C.D. (2005).Teaching subject matter, in L, Darling-Hammond& J, Bransford (eds.), Preparing teachers for a changing world,(pp.201-231). San Francisco: Jossey-Bass.

Gutierrez, K.(2002). Studying cultural practices in urban learning communities. Human development, 45(4), 312-321.

Hoyle, E. (1983). The professionalization of teachers: A paradox. Bedford way paper No. 15 UCEI Tinga Tinga: Heinemann Education Books.

Husen, T., Saha, L. J. & Noonan, R. (1978). Teacher training and student achievement in lessdeveloped countries. World Bank Staff Working Paper, No. 310 December. Washington D C: World Bank.

Howard, T.C., Aleman, P. & Grants, G.R. (2001).Teacher Capacity for diverse learners: What do teachers need to know? In M.C, Wittrock (ed.), Handbook of research on teaching, (3rd Ed.). New York: MacMillan.

Lewin, K. (1985). Quality in question: A new agenda for curriculum reform in developing countries. Comparative Education, 21(2).

Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Mahway, N.J: Erlbaum.

Maravanyika, O.E. (1986). ‘School management and nation building in a newly independent state’. World year book of education 1986: London: Kegan Page.

Maravanyika, O.E. (1986). Critical issues and problems in primary and secondary education in Zimbabwe. London: Kegan Page.

Matiru, B., Mwangi, A. & Schlette, R. (1995). Teach your best: a handbook for university lecturers. German Foundation for International Development (DSE). University of Kassel: Witzenhausen.

McPhail, T.L. (1992). Human societies: an introductory in sociology reader, In A, Giddens (Ed.). Cambridge.

Monk, D.H. (1994). Subject area preparation of secondary mathematics and science teachers and student achievement. Economics of Education Review, 13(2), 125-145.

Monk, D.H. & King, J. (1994). Multilevel teacher resource effects on pupil performance in secondary mathematics and science: the role of teacher subject matter preparation, In R.G, Ehrenberg (ed.), Contemporary policy issues: Choices and consequences in education, (pp.29-58).City: ILR Press.

Moyana, T.T. (1989). Education, liberation and the creative act. Harare: Zimbabwe Publishing House.

Mudimbe, V.Y. (1988). The invention of Africa, Philosophy and the order of knowledge. London: Indiana University Press.

Mudzamba, H.J. (1982). Grappling with the vexing questions of national relevance in the reconstruction of Zimbabwean education. Zimbabwe Journal of Education, 1 July 1982.

Munby, H., Russell, T. & Martin, A.K. (2001).Teachers’ knowledge and how it develops, in V, Richardson (ed.), Handbook of research on teaching (4thEd.). (pp.877-905). Washington, D.C: American Educational Research Association.

Neito, S. (2000). Placing equity front and centre: Some thoughts on transforming teacher education for a new century. Journal of Teacher Education, (51)3,180-187.

Nickerson, R. S., Perkins, D. N. & Smith, E. E. (1986). Teaching thinking. Hillsdale New Jersey: Erlbaum.

Nziramasanga, C.T. (1999).Report of the presidential commission of inquiry into education and training. Harare: Government Printers.

Paul, J. (2004). Introduction to the philosophies of research and criticism in education and the social sciences. Prentice Hall: London.

Rogoff, B. (1990). Apprenticeship in thinking-cognitive development in social context. New York: Oxford University Press.

Schon, D.A. (1983). The reflective practioner. London: Temple Smith.

Shaw, R. (1995). Teacher training in secondary schools, (2ndEd.). London: Kegan Page

Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.

SIDA, (1989). Ministry of primary and secondary education & Ministry of higher and tertiary education. ‘Joint annual education sector review April-May 1989’.SIDA: Stockholm.

Stoneman, C. (1988). Zimbabwe’s prospects. London: SAGE.

Stuart, J. (1986).Case studies in development studies teaching in Lesotho classrooms. Maseru: National University of Lesotho, Centre for African Studies.

Taylor, J. H. (2011). Using research in practice. Palgrave MacMillan: London.

Torn, D. & Bennett, P. (2011). Brilliant secondary teacher. Edinburgh Gate: Prentice Hall Pearson.

Treffgarne, C.B.W. (1986).Education in Zimbabwe. DICE occasional papers No.3.London: University of London Institute of Education.

UNESCO, (1985, 1990). UNESCO and education throughout the world. Damien: Paris.

UNESCO, (2010). Education for global monitoring report: Researching the marginalised

Vygotsky, L. (1986). Thought and language. Cambridge, MA: The Mit Press.

Welch, T.2010.Sharing the garden working with OERS in Africa teacher education. SAIDE: Commonwealth Education Partnerships.

Wilson, S.M., Shulman, L.S. & Richert, A.E. (1987).150 different ways of knowing: Representations of knowledge in teaching, in J, Calderhead (ed.), Exploring teachers’ thinking (pp. 104-124).London: Cassel.

World Bank Reports on Education (1995, 2000). The World Bank: Washington DC.

Zvobgo, R.J. (1998). The post-colonial state and educational reform. Harare: Zimbabwe Publishing House.




DOI: http://dx.doi.org/10.46827/ejae.v0i0.1382

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2023. European Journal of Alternative Education Studies (ISSN 2501-5915) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).