Psychology of Education as an In-Service Teacher-Training Module: A Professional Catalyst or an Anticlimax? The Zimbabwean Experience

International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue IV, April 2020 | ISSN 2454–6186

Psychology of Education as an In-Service Teacher-Training Module: A Professional Catalyst or an Anticlimax? The Zimbabwean Experience

Tinashe F. Mavezera^1*, Moses Kufakunesu^2
1Lecturer in Psychology of Education, Department of Educational Foundations, Great Zimbabwe University, P.O Box 1235, Masvingo, ZIMBABWE
²Associate Professor in Psychology of Education, Department of Educational Foundations, Great Zimbabwe University, P.O Box 1235, Masvingo, ZIMBABWE
*Corresponding Author

Abstract:-The teaching of the Psychology of Education module in Zimbabwe has attracted mixed reactions from in-service students. Negative attitude and lack of interest was exhibited especially at Great Zimbabwe University. While scholars and academics have emphasised that the module redefine students as educators, what needs emphasized is how the module is viewed by learners. This paper therefore explored the views exhibited by undergraduate and postgraduate in-service student teachers in Zimbabwe. To address this, the paper was guided by Freud’s psychoanalytic theory, Vygotsky’s sociocultural theory, Gagne’s nine events of instruction and Rogerian principles of instruction and motivation. It used mixed method approach in which the chi-square test and the qualitative phenomenological research design with electronic questionnaires and observations as the data gathering instruments. The stratified random sampling method was used to select 50 participants. The data gathered through observations and questionnaires was subjected to thematic data analysis. The findings point to mixed views and sentiments regarding studying the module. Undergraduate student teachers harboured negative attitudes towards Psychology of Education as evidenced by their apparently low motivation, low participation, boredom and lecture avoidance. On the contrary, Graduate Diploma in Education and Master of Education students were enthusiastic to study the module and expressed favourable perceptions. The researchers recommended that the lecturers in the domain of Psychology of Education should continue highlighting the utility of Psychology of Education to students at both undergraduate and postgraduate levels.

Key Words: Attitudes, Psychology of Education, undergraduate students, in-service student teachers

I. INTRODUCTION

Generally, teachers are regarded as the core of educational development. Therefore, they need to upgrade themselves professionally so as to be in tandem with the ever changing information and technological landscape in schools. This yearning for knowledge creates the need for in-service education. Osamwonyi (2016) defines in-service education as the relevant courses and initiatives in which a serving teacher may participate to upgrade his professional knowledge, skills, and competence in the teaching profession.

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