Study of Trainee Teachers and Their Lecturers’ Perceptions of Synergistic and Contradictory Factors, and How These Shaped Learning and Teaching in the University Activity System | Chapter 2 | Selected Topics in Humanities and Social Sciences Vol. 6

The goal of the study was to learn about trainee-teachers' and lecturers' perspectives on what happens in the university activity system, the synergistic and conflicting variables that exist, and how these aspects influenced learning and teaching. Sociocultural theories led the research, which also included activity theory and reflective practise. The study used an interview, document analysis, and a bio-data questionnaire, all of which were informed by qualitative methods. A priori codes from the study questions, activity theory, and interview protocol were employed in the data analysis. The themes of interest in the university activity system were trainee teachers learning theory expressed as teacher knowledge. Three groups of lecturers supported trainee instructors, each with a different specialisation that provided fodder for a possible synergy of teamwork. The teacher education programme was officially concurrent but educationally consecutive due to a lack of exploration of concurrent learning; the contextual factors present at the time of the study limited teaching and learning to general pedagogy rather than specialist pedagogical content knowledge; the contextual factors present at the time of the study limited teaching and learning to general pedagogy rather than specialist pedagogical content knowledge; the contextual factors present at the time of the study limited teaching and learning to general pedagogy rather than specialist pedagogical content knowledge Because of a lack of agentic action on the part of stakeholders - trainee teachers and lecturers - synergistic and conflicting elements tended to dampen learning. Finding inventive ways to use few resources to generate high-quality instructors is recommended in the study.

Author (S) Details

Young Mudavanhu
Department of Curriculum and Educational Management, Faculty of Science Education, Bindura University of Science Education, Zimbabwe.

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