000			03425nam a2200457Ii 4500
001			9781787565616
003			UtOrBLW
005			20211117122920.0
006			m o d
007			cr un|||||||||
008			200518s2020 enk ob 001 0 eng d
020			_a9781787565616
020			_a9781787565593 _qelectronic bk.
040			_aUtOrBLW _beng _erda _cUtOrBLW
043			_af-za---
050		4	_aLB2131.Z33 _bC37 2020
072		7	_aEDU053000 _2bisacsh
072		7	_aJNMT _2bicssc
080			_a376
100	1		_aCarmody, Brendan P., _eauthor.
245	1	4	_aThe emergence of teacher education in Zambia / _cBrendan P. Carmody (University College London, UK).
264		1	_aBingley, U.K. : _bEmerald Publishing Limited, _c2020.
264		4	_c©2020
300			_a1 online resource (176 pages) ; _ccm.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
490	0		_aEmerald studies in teacher preparation in national and global contexts
500			_aIncludes index.
504			_aIncludes bibliographical references.
505	0		_aChapter 1. Teacher education in Zambia: 1890-1924 -- Chapter 2. Teacher education in Zambia: 1924-1945 -- Chapter 3. Teacher training in Zambia: 1945-1964 -- Chapter 4. Teacher education in Zambia: 1964-1990 (with major input from Austin Cheyeka) -- Chapter 5. Teacher education in Zambia: 1990-2011 (with major input from Austin Cheyeka) -- Chapter 6. Teacher education in transition -- Chapter 7. Conclusion.
520			_aThis 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.
588	0		_aPrint version record.
650		0	_aTeachers _xEducation _zZambia.
650		0	_aEducation _xStudy and teaching _zZambia.
650		7	_aEducation _xTraining & Certification. _2bisacsh
650		7	_aTeacher training. _2bicssc
776			_z9781787565609
856	4	0	_uhttps://doi.org/10.1108/9781787565593
999			_c51231 _d51231