Co-Curriculum Responsiveness for Adaptability and Challenges for Teachers in Hard-To-Live Areas of Mkushi and Luano Districts, Zambia

Abstract

This article shares findings of a study which examined the teacher Education co-curricular responsiveness to teacher adaptability in hard-to-Live Areas of Mkushi and Luano districts in Zambia. It employed a narrative research design on the adaptability and experiences of teachers deployed in difficult-to-live-in- environments in Mkushi and Luano districts of Zambia. The objectives of the study were twofold: firstly, to establish if the co-curriculum aspect of the teacher education curriculum was tailored in such a way that it prepares student teachers to work in difficult-to-live environments in rural and remote areas; and secondly, to establish the challenges that newly deployed teachers’ likely face in such areas. A narrative design was employed with a sample of forty teachers, twelve Head teachers and 2 District Education Board officers. The findings suggest that teachers adapt to hard-to-live- environments differently according to various factors which included the nature of the teacher education curriculum they underwent, general background and prior experience or exposure to rural areas, administrative challenges among others. The article recommends that a responsive teacher education curriculum should be cognizant of equipping teachers with knowledge and skills that may make them adapt easily and that there is need for administrative and policy adjusts towards enhancing responsiveness of teacher education.