Transformative Learning Experiences of the Vocationally Interested and Vocationally Disinterested Pre-Service Teachers in Teacher Training Colleges in Zimbabwe

Oct 15, 2026

Upload by Kurz

The article presents findings from a doctoral study examining how vocationally interested and vocationally disinterested pre-service teachers in selected Zimbabwe teacher training colleges experienced transformative learning. Using a multiple-site case study with a qualitative interpretive approach guided by Mezirow’s ten-phase Transformative Learning Theory, data were generated from focus groups, individual face-to-face interviews, and continuum drawing with 40 purposively sampled participants. Results indicate transformative learning occurs through disorienting dilemmas and learning experiences, though a minority does not transform, leading to recommendations for vocationally supportive processes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction

The Context of Zimbabwe Teacher Education

Transformative Learning Experiences ofthe Vocationally Interested and Vocationally Disinterested Pre-Service Teachers in Teacher Training Colleges in Zimbabwe Macharaga Esnati Bondolfi Teachers’College, Zimbabwe Tabitha Grace Mukeredzi Durban University of Technology, Pietermaritzburg Abstract: This article reports on some of the findings from a doctoral research project that explored how the vocationally interested and vocationally disinterested pre-service teachers in selected teacher training colleges in Zimbabwe experienced transformative learning. Through multiple-site case study and qualitative approach within an interpretive paradigm, guided by Mezirow’s ten-phase Transformative Learning Theory, the study sought to understand the pre-service teacher transformative learning experiences. The study employed a multi-modal approach which involved focus group discussions, individual face to face interviews and continuum drawing and discussions to generate data from apurposive sample of 40 participants. Findings suggest that, both vocationally interested and vocationally disinterested pre-service teachers experienced transformative learning through two avenues: disorienting dilemmasand learning experiences. The findings also suggested that while the majority ofpre-service teachers experienced transformative learning, a few did not experience transformation. We argue that if vocationally disinterested pre-service teachers are to transform during teacher training, vocational supports should be built into processes and activities to purposefully cushion their transformative paths, given the lack of interest in teaching at the start of the course. Keywords: Transformative learning; vocationally interested; vocationally disinterested; preservice teachers; teacher training colleges; Zimbabwe. Introduction Student teachers who enter teacher education the world over are a combination of passionate (vocationally interested) and dispassionate (vocationally disinterested) individuals (Fried, 2001) . Zimbabwe is not an exception to this practice. Given the economic meltdown that saw almost all industries folding up (Mushawatu, 2017), school-leavers saw teaching asthe only avenue for employment and survival. The vocationally interested in this study are those pre-service teachers who were intrinsically motivated to become teachers, while vocationally disinterested represented those who had extrinsic motives for going into teaching. However, transformative learning experiences in teacher training in this study encompassed both vocationally interested and vocationally disinterested student teachers. The doctoral study from where this article draws, explored transformative learning experiences of vocationally interested and vocationally disinterested pre-service teachers in four selected primary teacher training colleges in Zimbabwe. Notwithstanding the motivation for entering teaching, all graduates (vocationally interested and disinterested) are expected to exit with dispositions, attitudes, mind-sets, commitments and motivations to effectively teach and relate to the school community, while interpreting and delivering policies and procedures laid down by policy makers (Kapur, 2020) . The expectation is that transformation of all trainees particularly the vocationally disinterested trainees would take place during teacher education to prepare them to carry out teacher roles effectively. Failure to realise transformation may negatively impact classroom practice and consequently learner achievements when they enter the profession. Research (Serin, 2016) indicates that teacher attitude, mind-set, passion and enthusiasm shape student learning outcomes. However, whether or how vocationally interested and vocationally disinterested pre-service teachers experience transformative learning in teacher training colleges in Zimbabwe is not clearly known. International and regional contexts are abound with literature on trans

FAQs

What does the study investigate about pre-service teachers in Zimbabwe?

It investigates the nature of transformative learning experiences among vocationally interested and vocationally disinterested pre-service teachers in selected Zimbabwe teacher training colleges.

How was data collected in the doctoral study?

The study used focus group discussions, individual face-to-face interviews, and continuum drawing and discussions, generating data from a purposive sample of 40 participants.

Through what avenues did transformative learning occur according to the findings?

Transformative learning occurred through disorienting dilemmas and learning experiences, although a few pre-service teachers did not experience transformation.

Oct 15, 2026

Upload by Kurz