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dc.contributor.authorBanja, M.K
dc.date.accessioned2020-10-21T06:26:12Z
dc.date.available2020-10-21T06:26:12Z
dc.date.issued2020-09
dc.identifier.citationBanja, M. K. (2020). Centrality of the Teacher in Mentorship and Implementation of School Curriculum in Zambia. Lwati: A Journal of Contemporary Research 17(4), 1-18 elSSN: 1813-2227en
dc.identifier.issn1813-2227
dc.identifier.urihttp://dspace.unza.zm/handle/123456789/6547
dc.description.abstractThis paper argues that the classroom teacher should be placed at the centre of all curriculum development efforts. It further argues that most teachers graduate from teacher education programmes ill-prepared to competently implement the curriculum. In doing so the paper focuses on the type of training received at university/college as an impediment to new teacher competence in curriculum implementation. In view of this, this paper advocates that offering school-based mentoring focussed on curriculum implementation makes mentorship of NQTs not only important but a necessity that can help ameliorate the problem. The paper also discusses various local and external forces affecting curriculum development and implementation. The paper concludes that while improving teacher education is one option, school-based new teacher mentorship appears more feasible in the short term.en
dc.language.isoenen
dc.publisherUniversity of Eswatinien
dc.subjectTeacher mentoring, curriculum design and development, curriculum implementation, newly qualified teachersen
dc.titleCentrality of the Teacher in Mentorship and Implementation of School Curriculum in Zambiaen
dc.typeArticleen


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