Teacher educators’ experiences in mainstreaming child friendly schools concept: a case study of a teacher training college in south west division

Abstract

Teacher educators’ experiences in mainstreaming child friendly schools concept had been contributing factor to the training of pre-service teachers. This study concentrated on different experiences teacher educators had in mainstreaming child friendly schools concept since its introduction to Teacher Training Colleges. The following research questions guided the study: What is the understanding of teacher educators regarding the CFS concept? How do teacher educators train student teachers the concept of CFS? What challenges do teacher educators face in the training of CFS concept? The purposive sampling of six (6) teacher educators in South West Education Division was used. Teacher educators responded to semi-structured questions in focus group discussions and face-face interviews inorder to seek their views on CFS implementation. The findings study revealed that teacher educators had clear understanding of the concept. However, they lacked practical knowledge on how to train and assess. Lack of resources also contributed to inadequate preparation of student teachers on CFS model. It was established that although the teacher educators were aware of CFS in theory; practically, they required proper guidelines. The research study recommended that the principal should consider monitoring and supporting the CFS implementation at college level. In addition, teacher educators should support and monitor the CFS activities, thereby, enhancing the promotion of quality education in student teachers. Finally, there should be clear guidelines on how teacher educators are to mainstream CFS. This would help to enhance the creation of child friendly schools in primary schools in Malawi.