The Nexus of Curricular Reforms and Teacher Preparation: Assessing Pedagogical Content Knowledge and Instructional Alignment in Zimbabwe’s Competence-Based Mathematics Framework

Victor Hungwe

doi:10.62177/jetp.v3i2.1380

Authors

Victor Hungwe Morgan Zintec College

DOI:

https://doi.org/10.62177/jetp.v3i2.1380

Keywords:

Pedagogical Content Knowledge, Pre-Service Primary Teachers, Competence-Based Curriculum, Mathematics Education, Teacher Education, Curriculum Reforms, Teacher Preparation, Zimbabwe

Abstract

This study scrutinizes the congruence between pedagogical content knowledge and the competencies of pre-service primary teachers within the context of Zimbabwe's competence-based mathematics curriculum. Addressing the gap as to how adequately teacher training institutions prepare pre-service teachers for the requisite pedagogical content knowledge—compelling them towards critical pedagogy in mathematics teaching—an area concerning teachers, who as implementers of conceived reforms determine their success, was taken into account. The research underscores the need for adequately trained mathematics teachers embracing the contemporary Zimbabwean educational paradigm which moves away from purely content-driven curricula towards competence-based approaches. Mathematicians turned educators willing to think beyond some ‘safety net’ of content mastery face a syntactic maze demanding them to possess not just sound knowledge on mathematical concepts but also sophisticated strategic teaching techniques geared towards fostering learners' reasoning, problem-solving abilities, and their adeptness at applying learned material in real-life contexts. The study employed a mixed-methods research design comprised of structured questionnaires administered to 341 pre-service primary teachers as well as in-depth interviews with 30 participants, from whom qualitative data were withdrawn. Quantitative analyses stemming from the questionnaire data revealed gaps among pre-service teachers pertaining to levels of PCK which, in tandem with strengths across certain content areas while lacking significantly in others remained absent within effective use of technology and differentiated instruction integration contributed towards awarding these coexisting, paradoxical phenomena upon diverging pathways toward self-discovery. Results indicated that there is a gap between the concentration on active learning in the course and pre-service teachers’ predominant use of passive traditional teaching techniques. Finally, this study showed that although pre-service teachers have some grasp of mathematical concepts, their pedagogical content knowledge (PCK) and instructional skills educational level does not meet the expectations of the competence-based mathematics curriculum in Zimbabwe. It calls for an urgent review of programs aimed at equipping teacher trainees with PCK to enable them to effectively teach in rigorous reformed curriculum contexts, including better focus on inquiry teaching, assessment for learning, and use of manipulatives and technologies.

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