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This historical narrative focuses on the emergence of teacher
education in Zambia. Providing archival material, diverse
interpretations, local voices through interview and email, it
engages the reader in a complex recipe of viewpoints. It rehearses
how teacher education developed from a form of apprenticeship in
remote villages to the more centralized 'normal school' in colonial
times through to colleges with nationwide catchment and more
recently to university accreditation. Schooling as an avenue to
social mobility and nation building, the challenges of student
centred-learning and the development of teachers as professionals
are central themes throughout the text. Also analysed is the nature
of education offered at different times and how the teacher and
his/her education reflect this, arguing the need for a
fundamentally new philosophy of education and a mode of teacher
formation in line with it. This book will be an invaluable tool for
undergraduate and postgraduate education students, researchers, and
practitioners alike, both within and beyond the Zambian and African
contexts. It provides rich historical data from which policy
makers, historians, and teaching professionals can explore the
re-conceptualisation of the role of the teacher as professional
rather than as civil servant. Designed to stimulate critical
discussion so as to enhance understanding of what effective
teaching and teacher education entail and framed by long-term
first-hand experience of teacher education in Zambia.
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