Abstract:
This qualitative case study was undertaken to report the emergence
of shadow education (SE) in teacher education in Zimbabwe as
perceived and portrayed by lecturers and student teachers.
WhatsApp discussions and Google interviews generated data from
12 lecturers and 12 students selected using snowball sampling.
Informed by Charles Wright Mills ‘sociological imagination and
the Technology Acceptance Model, the thematically analysed data
reveal that behind the lecturers ‘and student teachers ‘engagement
in SE were wider societal problems. Lecturers engaged in SE not
only because they were unethical, but also because they were deep
in abject poverty and were incapable of supporting their families.
Rather than adopting online teaching and learning as an
alternative employed to continue education during the COVID-19
pandemic, students who lacked technological skills disapproved of
it and turned to SE. Considering these findings, the study recommends that employers review the lecturers‘ remuneration for
them to be motivated and committed to providing quality online
teaching and learning. Additionally, before entry into colleges,
students must be exposed to technology in sync with the dictates of
the Fourth Industrial Revolution (4IR). The study extends the
conversation on SE, which has been confined to primary and high
schools and opens cans of worms to its presence in institutions of
higher education.
Description:
The journal is a forum for the discussion of ideas, scholarly
opinions and case studies of leadership, development and
governance at local, national and supranational levels and coming
from across various sectors of the economy. It is premised on the
idea that leadership is meant to create anticipated futures by the
leaders themselves. Development is a revolutionist endeavour that
must be governed well for the sake of intergenerational equity. The
journal is produced bi-annually.
