From Transition to Transformation: Exploring the Induction of New Lecturers in Teachers’ Colleges in Zimbabwe

Abstract

This study investigates the experiences and strategies pertinent to the induction of new lecturers in teachers' colleges, with a specific emphasis on those transitioning from secondary school teaching to primary education. The research identifies critical gaps within current induction programmes, particularly a lack of emphasis on essential pedagogical skills, effective assessment practices and the management of adult learners. Data were gathered through semi-structured interviews with 15 lecturers and thematic analysis was employed to interpret and analyse the findings. The results reveal that although induction programmes are in place, they predominantly concentrate on operational aspects, such as familiarisation with college services and administrative processes, which ultimately leaves new lecturers inadequately prepared for the professional demands of teaching. A significant finding was the prevalent assumption that lecturers would naturally adapt to the pedagogical requirements of higher education, despite the substantial differences in teaching approaches between secondary and primary education. Furthermore, the study uncovered notable deficiencies in training related to assessment practices and the supervision of teaching practices. In response to these identified gaps, the study proposes several strategies for enhancing induction programmes, including the reintroduction of short-term attachments to primary schools, the development of comprehensive mentorship programmes and targeted training on adult learning principles. These strategies are designed to bridge the existing gaps in the preparation of new lecturers and to facilitate smoother transitions into teaching roles. The paper concludes by advocating for the implementation of structured and well-rounded induction programmes that address both operational and professional dimensions, thereby improving lecturer effectiveness and enhancing the overall quality of teacher education.