Teacher professionalism in Zambia: practices, challenges and prospects in the post-2015 era.

Item

Title
en Teacher professionalism in Zambia: practices, challenges and prospects in the post-2015 era.
Description
en Journal Article
Creator
Simuyaba, Eunifridah
Date
2021-03-05T13:48:20Z
Date Available
2021-03-05T13:48:20Z
Date Issued
2016
Abstract
en This article discusses the concept of teacher professionalism in the Zambian context. The aim of the article was to
highlight the current strides that newly established Teaching Council has put in place in its quest to professionalise teaching.
Since Zambia attained her political independence in October, 1964, there has been a great desire to see a teacher acquire a
professional status, that is, an occupational status symbol. Most school teachers, college and university lecturers, the parents
and many educationists look forward to a day when the teaching profession will have this status. Against this background,
the Government of the Republic of Zambia in conjunction with other stakeholders in the education sector has made strides
with the view to professionalise teaching. Particular efforts point to the enactment of the Teaching Profession Act no.5 of
2013 and the development of a Code of Ethics and Conduct to regulate the teachers’ practice and professional conduct in
government and private schools. Despites having made some strides in this direction, many structural challenges have made
it difficult to actualise this status. The practices and structural challenges associated with teacher professionalism are
discussed in this article and we conclude thisby highlighting some prospects in Teacher professionalism in the post 2015 era.
uri
http://dspace.unza.zm/handle/123456789/6960
Language
en en
Subject
en Teacher-- Professionalism--Zambia.
Type
en Article
Item sets
The University of Zambia Collections