Shadow Education And Its Import In Teacher Education In Zimbabwe What Emergencies Have Taught Us

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.