Curriculum governance and contestation in teacher education: The Zimbabwean experience

Abstract

This study investigated factors which underlie controversies in the assessment of student teachers in
teacher training colleges in Zimbabwe. A case study methodology was adopted. The results of the
study indicate that student assessment activities in teacher education reflect ideological contests
between external and internal assessors than professional judgments on students’ performance.
Firstly, it was revealed that teams of examiners approach assessment tasks from different axiological
and philosophical perspectives. Secondly, lack of pre-assessment planning, trained personnel and
adequate funding makes assessment exercises merely symbolic and perfunctory. Lastly, the
personality differences fueled conflicts between external and internal examiners. This study
recommended the reestablishment of a student assessment framework in associate teacher in colleges
that would explicate assessment roles and mandates, define assessment goal and restore the
credibility of student teacher assessment.