Mubika and Muyengwa
Greener Journal of Educational Research Vol. 3 (3), pp. 115-122, May 2013
ISSN: 2276-7789 © 2011 Greener Journals
Manuscript Number: 041813581
Search for Quality Assessment in Open and Distance Learning at Undergraduate Level Teaching Practice at the Zimbabwe Open University
1Augustine Kudakwashe Mubika,*2Barnabas Muyengwa
1Senior Lecturer and Regional Programme Co-ordinator for the Mashonaland West Regional Centre of the Zimbabwe Open University: Department of Education.
2Lecturer and National Programme Leader for the Bachelor of Education (Secondary),
Bachelor of Education (Curriculum Studies) and Post Graduate Diploma in Education (PGDE)
at the Zimbabwe Open University.
Teaching at a distance is a new
phenomenon in Zimbabwe. Many questions seem to be raised by
academic pundits each time they hear the mention of teacher
education by Open and Distance Learning. Some tend to
question the quality of the products, while others appear to
raise doubt about the credibility of the qualifications.
This paper focuses on interrogating ways of enhancing the
search for quality assessment in Open and Distance Learning
at undergraduate level Teaching Practice at the Zimbabwe
Open University. Research participants included District
Education Officers, school heads, prospective students and
academic members of the Department of Education. These were
purposely sampled. Data were analysed using textual analysis
that enabled the researchers to come up with themes which
paved way to data analysis. Results of study showed that
teaching practice is an essential component of any teacher
education programme at diploma level. It was observed that
teaching practice is underfunded. There is also need to pay
attention to critical components such as teaching practice,
professional studies, theory of education and main study. It
is further recommended that teaching practice should be
fully funded. All stakeholders should be involved in the
external assessment of teaching practice.
Keywords: Quality Assessment, Open and Distance Learning, Undergraduate Level Teaching Practice.
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