Educational Foundations
The Educational Foundations Department plays a crucial role in preparing future educators by providing them with the theoretical, philosophical, psychological, and sociological underpinnings of education. This department serves as the backbone of teacher training, ensuring that educators develop a deep understanding of the principles that guide teaching, learning, and educational policies. The department is divided into two clusters, namely Educational Foundations and Work Integrated Learning (WIL)
Mission
The mission of the Educational Foundations Department is to equip aspiring teachers with the knowledge and critical thinking skills necessary to navigate the evolving landscape of education.
Objectives
The objectives of the department are to;
- Provide a strong theoretical base in education to inform effective teaching practices.
- Foster an understanding of the historical, philosophical, and sociocultural influences on education.
- Develop educators who are ethical, reflective practitioners.
- Promote research and inquiry into educational challenges and innovations
The cluster has 5 modules
- College Wide Modules
- DEP91221 Transformative Psychological Perspectives of Education,
- DEP91111 Transformative Sociological Perspectives of Education
- DEP91233 Transformative Philosophical Perspectives of Education
- Core Modules
- DEP91241 Educational Legal Framework, Leadership and Management
- DEP10121 Inclusive Monitoring and Assessment Models
DEP91221 Transformative Psychological Perspectives of Education
This module focuses on exposing student teachers to transformative fundamentals of Educational Psychology in the Zimbabwean context and the global world. The module aims to make student teachers appreciate, understand and apply psychological principles in teaching and learning. The module intends to empower student teachers to critically solve educational challenges they come across in teaching and learning situations.
DEP91111 Transformative Sociological Perspectives of Education
This module is meant to engage student teachers in the study and appreciation of the various sociological paradigms in Education as applied in Zimbabwe and beyond. It intends to ensure that student teachers, grasp, appreciate and apply sociological concepts and ideas in transformative teaching and learning processes. It further empowers student teachers to embrace transformative and adaptive, problem solving and critical thinking skills in their educative processes and activities.
DEP91233 Transformative Philosophical Perspectives of Education
This module explores various transformative philosophical perspectives of education and their impact on teaching and learning. The module intends to ensure that students appreciate, understand and apply transformative philosophical perspectives in the teaching and learning process. The module empowers student teachers to be critical thinkers in solving existential problems in the society they live in.
DEP91241 Educational Legal Framework, Leadership and Management
The module Educational Legal Framework, Leadership, and Management is designed to equip prospective teachers in Zimbabwe with a comprehensive understanding of the legal, administrative, and leadership structures governing the education system. It aims to develop educators who are knowledgeable about educational policies, legal rights and responsibilities, school governance, and effective leadership and management practices.
DEP10121 Inclusive Monitoring and Assessment Models
The module Inclusive Monitoring and Assessment Models is designed to equip prospective teachers in Zimbabwe with the knowledge and skills necessary to assess and monitor learners in diverse and inclusive educational settings. It emphasizes the principles of fairness, equity, and adaptability in assessment practices to accommodate learners with different abilities, backgrounds, and learning needs.
DEP1102 Work Integrated Learning
The module seeks to prepare an effective world class teacher who is competent to teach in diverse contexts, whose overall goal is to produce functional productive citizens in their communities. It also seeks to empower the student teacher with the ability to research, innovate, industrialise and community serve. The module exposes the student teacher to the real world of professional teaching and equips them with survival skills at the work place.
The Department Team
The department comprises of 13 experienced, specialists and dedicated lecturers who are passionate about teaching and research.
Department Structure
- Head of Department
- Lecturer- In- Charge: Educational Foundations
- Lecturer-In-Charge: Work Integrated Learning
- Module coordinators
- Lecturers