Journal of
African Studies and Development

  • Abbreviation: J. Afr. Stud. Dev
  • Language: English
  • ISSN: 2141-2189
  • DOI: 10.5897/JASD
  • Start Year: 2009
  • Published Articles: 195

Full Length Research Paper

Curriculum governance and contestation in teacher education: The Zimbabwean experience

Jonathan L. Mswazi, Jeriphanos Makaye* and Kudakwashe Mapetere
  Department of Curriculum Studies, Great Zimbabwe State University, P. O. Box 1235 Masvingo, Zimbabwe.

  •  Accepted: 30 July 2012
  •  Published: 30 September 2012

Abstract

 

This study investigated factors which underlie controversies in the assessment of student teachers in teacher training colleges in Zimbabwe. A case study methodology was adopted. The results of the study indicate that student assessment activities in teacher education reflect ideological contests between external and internal assessors than professional judgments on students’ performance. Firstly, it was revealed that teams of examiners approach assessment tasks from different axiological and philosophical perspectives. Secondly, lack of pre-assessment planning, trained personnel and adequate funding makes assessment exercises merely symbolic and perfunctory. Lastly, the personality differences fueled conflicts between external and internal examiners. This study recommended the reestablishment of a student assessment framework in associate teacher in colleges that would explicate assessment roles and mandates, define assessment goal and restore the credibility of student teacher assessment.

 

Key words: Teacher education, student assessment, chief external assessor, internal assessor, link person, scheme of association.