A Study On Zambia Teacher Education

After independence in 1964,Zambia realized the importance of education to the development of human resources,and made education a priority for the national development.Teacher education has also become an important development area in Zambia.The dissertation takes Zambian teacher education as the research object,and focuses on the current teacher education institution management system in Zambia;how is the teacher education curriculum set up,what are the teacher education quality guarantee measures,what achievements and current problems exist.This paper mainly uses the literature method to study the two main lines of teacher education management and training institutions and teacher education courses.First of all,after sorting out the development of teacher education before Zambia's independence,summing up its characteristics and achievements,this gives us a background understanding of the development of teacher education in Zambia.Then,it introduces the responsibilities of the management institutions of Zambian teacher education and the status quo of the training institutions.The teacher education management institutions in Zambia are mainly responsible for the General Education Ministry of pre-service teachers in primary and secondary schools and the universities of pre-service teachers' degree courses in high schools.Zambian teacher education institutions include education colleges and universities,education colleges offer teacher diploma courses,and universities offer teacher degree programs.Among them,Zambia University and Chalimbana University were selected in detail from the six public universities that trained high school teachers.In the research of teacher education curriculum,the history of teacher education curriculum reform is first reviewed,and then the current new curriculum is discussed in detail.The discussion of the new curriculum includes reform objectives,specific framework,andimplementation status,etc..Besides,teaching practice is also a part of the current teacher education curriculum,but because it is different from the theoretical curriculum evaluation method,it is discussed separately.The quality of teacher education management and training in various teacher training institutions requires the state and institutions to take corresponding measures to guarantee.This paper mainly discusses the guarantee system from three levels: the first is the teaching committee established by the state;the second is the entrance guarantee and performance evaluation of normal university students;the third is the professional standards of Zambian teachers promoted by international forces.Through the study of Zambian teacher education,it is found that Zambia has made some achievements in teacher education.The teacher education level and college specifications have been upgraded,the teacher education curriculum system has been improved,and the teacher education quality guarantee has begun to be systematized.However,there are still some problems,,such as inefficiency of teacher education management,inadequate implementation of policies,academic bias of the old theoretical curriculum of teacher education,slow development of new curriculum,short practice time of normal students,lack of reasonable guidance and evaluation.From the history and current situation of Zambian teacher education,three characteristics can be drawn: First,teacher education is the product of inheritance,conflict and integration of colonial heritage;second,there is a contradiction between centralization and decentralization in teacher education management;third,the internal strength of teacher education is insufficient and the external drive is not enough.Therefore,it is necessary to strengthen the cooperation between China and Africa in the field of teacher education and focus on the quality of cooperation.At the same time,actively cooperating with international organizations will greatly enhance the development of teacher education in Africa.In addition,the expansion of the Confucius Institute's functions and the establishment of targeted teacher education advisory institutions and training centers will also facilitate China to provide more effective assistance to teacher education in Africa.