Greener Journal of Educational Research

Excellence and Timeliness

  
  

Choose Language

Newsletters


Nyoni et al

Greener Journal of  Educational Research Vol. 3 (5), pp. 206-216, July 2013

 ISSN: 2276-7789 © 2011 Greener Journals

Research Paper

Manuscript Number: 102412138

 

Bridging Courses: The Doctor’s Prescription for Dwindling Student Teacher Enrolments at Teacher Education Colleges in Zimbabwe?

 

Mika Nyoni1*, Hedwick Chinyani2 and Tsitsi Nyoni3

 

1Lecturer in the Curriculum Studies Department at Great Zimbabwe University.

2Lecturer in the Curriculum Studies Department at Great Zimbabwe University.

Email: chinyanih @ gmail. com

3Lecturer in the Department of Teacher Development at Great Zimbabwe University.

Email: tsinyoni @ gmail. com

 

*Corresponding Author’s Email: Email: mikanyoni @ gmail. com


Abstract:

This paper explores the perceptions of students and lecturers as regards the recently introduced bridging courses programme in teacher education in Zimbabwe. To gather data for this paper, the qualitative research paradigm was employed. A case study of teacher education colleges that have adopted and implemented the bridging courses concept was done. Interviews with the administrative authorities at the teachers’ colleges, students and lecturers were done to ascertain their views about the programme. Observations of the situation on the ground were also done. The study brings up the rationale for the programme and illuminates the situation obtaining in teacher education colleges in relation to the way it operates and its difference from the mainstream teacher education programme. It establishes that although it is a way of boosting enrolments for teacher education programmes, it raises such issues as the probability that all the students will pass, what to do with the failing students, the amount of time spent pursuing one or two subjects at the same time masquerading as a teacher education student. Thus, these issues become grey areas which the responsible authorities need to clear to ensure viability of the programme. This paper therefore recommends the adoption of the conventional bridging course concept akin to the one in many worldwide universities whereby a student is assisted in handling the concepts in the bridged course.
 
Key Words: bridging course, teacher education, conventional, mainstream programme

Return to Content   View   Reprint (PDF) (209KB)


Call for Papers/Books/Thesis

Call for Scholarly Articles


Authors from around the world are invited to send scholary articles that suits the scope of this journal. The journal is currently open to submissions and will process and publish articles in a timely fashion.


The journal is centered on quality and goes about its processes in a very timely fashion. Seasoned editors/reviewers will be consulted to review each article(s), profer quality evaluations and polish the articles with expertise before publication.


Simply send your article(s) as an e-mail attachment to gjer@acad.gjournals.org or manuscripts.igj@gmail.com.





Search

Login Form

Other Journals


Sponsored