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Empowering Pre-Service Teacher Trainees on Navigating Turbulences Affecting Teachers in Zimbabwe: Towards Indigenizing Pre-Service Teacher Training
Abstract
Since 2000, Zimbabwe faced significant educational challenges due to crises triggered by the Land Reform. There is no immediate relief in sight, which has prompted this qualitative case study to focus on empowering pre-service teachers with skills to manage and navigate the turbulent school environment, ensuring effective instruction. Four schools were sampled in the Marondera District. Data were generated and analyzed thematically. The findings indicated that teacher morale, motivation, and professional conduct are the lowest. Resources for educational provision have dwindled, and teacher salaries are inadequate, leading to a substantial brain drain and dual employment or side hustling among the remaining ones. The study recommends integrating Indigenous strategies, utilizing locally available resources, incorporating the Ubuntu philosophy into the curriculum, reinforcing entrepreneurial training and innovation, and implementing Education 5.0: Teaching, Research, Community Engagement, Innovation, and Industrialisation.
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