Inconsistencies in the Training of Indigenous Languages Teachers by Primary Teacher Education Institutions: Towards A Better Model Of Training Language Teachers In Zimbabwe

摘要

This paper analyses the state and nature of teacher training by Primary Teacher Training Institutions tertiary institutions. It takes a deep analysis of the way indigenous languages primary school teachers have been produced at Teachers’ Colleges and Universities in Zimbabwe. The indigenous languages that that have been looked at are ChiShona and IsiNdebele, the two languages that are presently being taught from Grade Four through to Secondary and tertiary levels according to the Education Act of 1987 (amended in 1996, 2006). The paper highlights the inconsistencies and inadequacies of the present training programmes as a training model for Zimbabwe’s Teacher Education institutions today. It points out some of the weaknesses in the current teachers’ training model in Zimbabwe that include poor linkages of language teachers’ policy implementers, poor syllabus development strategies, poor methods of training, weak supervision during training and during post-training periods. As Hafner and Jolly (1987) would say the prowess of the teacher during teaching is a factor of the knowledge the teachers themselves have. Thus, the paper argues that even though the present languages teachers’ training situation in Zimbabwe has still produced reasonably good language teachers by regional and international standards, there is still a lot of room to improve the way these teachers are trained and produced in Zimbabwe in order to have a more versatile, efficient and most effective indigenous languages teacher for Zimbabwe and the international community. The paper examines the various scenarios in schools, Teachers’ Colleges, universities, examining boards as well as curriculum development units to reach its conclusions. It uses documentary analysis of syllabi documents in the Curriculum Development Unit (CDU), in Teachers’ Colleges and universities. It also analyses the timetables for lectures for indigenous languages and other relevant documentation to the study. It uses documentary analysis of syllabi documents in the Curriculum Development Unit (CDU), in Teachers’ Colleges and universities. It also analyses the timetables for lectures for indigenous languages and other relevant documentation to the study. The paper attempts to proffer suggestions of what could be done to overhaul the present indigenous languages training situation in Zimbabwe.