TRANSLATING EDUCATIONAL RESEARCH INTO ACTION: A FOCUS ON TEACHERS’ COLLEGES IN HARARE, ZIMBABWE

Abstract

The study sought to examine how educational research could be translated into action in selected Teachers’ Colleges in Zimbabwe. Twelve (12) lecturers were conveniently selected to take part in this qualitative case study. The participants were interviewed using open-ended interviews. The study found that lecturers lacked awareness, knowledge and expertise with respect to how well educational can be translated into action. It also established that educational research informs Teacher Education instructional practices. Teacher Education curricular were found to be devoid of formal teaching of research methods across subject areas. The study concluded that exclusion of formal teaching of research methods from the Teacher Education curricular is an impediment to the translation of educational research into action. Another conclusion was that regular exposure to educational research methods and practice informs Teacher Education instructional practices. The study recommended that teaching of research methods across the Teacher Education curricular needs to be timetabled and become formalised. Further research needs to be conducted in the same area using diverse methodologies and experiences in all Teachers’ Colleges.

Keywords: Educational research, Action research, Teachers’ Colleges, Teacher education, Teacher educators