TEACHER EDUCATION CURRICULUM DESIGNING: THE IMPORTANCE OF CONNECTING UNIVERSITY CURRICULA TO SECONDARY SCHOOL KNOWLEDGE AND SKILLS CONTEXTS

  • Innocent Mutale Mulenga University of Zambia
Keywords: Teacher Education, Curriculum Designing, Student Teachers English Language

Abstract

This article is based on teacher education curriculum designing theoretical approaches supported by a mixed method study that was conducted on a final year cohort of student teachers at a university in Zambia. The study arose out of a concern that the researcher observed that although student teachers on the English language Bachelor of Arts with Education programme spent four strenuous years of study, they did not seem to acquire the required skills and knowledge that were vital for teaching. Blending teacher education curriculum designing theory and empirical data from a real study, the article argues for a university curriculum that is connected to secondary school knowledge and skills contexts.

Author Biography

Innocent Mutale Mulenga, University of Zambia
Innocent Mutale Mulenga (PhD) is a senior lecturer at the University of Zambiain the School of Education. He is a lecturer and researcher of curriculum studies, educational measurement and assessment, research methods and English teaching methods. His research interests are in teacher education, curriculum studies, teaching of language, teaching in higher education, vocational and technical education and educational assessment.
Published
2021-10-06
How to Cite
Mulenga, I. (2021). TEACHER EDUCATION CURRICULUM DESIGNING: THE IMPORTANCE OF CONNECTING UNIVERSITY CURRICULA TO SECONDARY SCHOOL KNOWLEDGE AND SKILLS CONTEXTS. ZANGO: Zambian Journal of Contemporary Issues, 33, 14-28. Retrieved from https://nscme.unza.zm/index.php/ZJOCI/article/view/651