Saber-toothing the University In–service Curriculum for Zimbabwean Primary Schools: The Contestations

Abstract

In this study, the authors argue that ‘saber–toothing’ the university in-service curriculum is a critical success factor in building an impact educational programme for Zimbabwean primary schools. By saber-toothing the in–service curriculum, the authors propose that the education curriculum at university should continue to develop in order to address and serve the purposes and needs of the time. It explains how some unexamined habits and practices can result in resisting the much-needed curriculum reforms. The new global and national conditions demand a paradigm shift to chat new in–service curriculum discourses that develop the Zimbabwean education system. The study uses an interpretivist qualitative case study of one Zimbabwean university, purposively sampled five experienced and senior lecturers teaching the in–service programme and ten in–service student teachers. Data were collected through semi–structured interviews in respect of lecturers, focus group discussions within–service students and document review of module outlines. The main finding is that the in–service curriculum has remained stagnant in the changing times and failed in its highest end to develop a reflective and responsive in–service product that can ‘saber–tooth’ the knowledge and skills to solve challenges and realities of their time and contexts. The study recommends that universities re-vision the largely existing in-service academic curricula and practices to adopt a practically–oriented, knowledge generation training and skills-based model that equips teachers with the proper knowledge and skills to change educational fortunes in their unique local school contexts.