Barriers to the Perfect Wedlock of Theory and Practice: Empirical Evidence from Selected Primary Schools in Midlands Province of Zimbabwe

This paper sought to examine the challenges encountered in the effective implementation of practical aspects of teaching and learning at Zimbabwean primary school level. For too long, academic knowledge has been prioritized at the expense of practical aspects of education. Noble policies continue to be made but the researchers are irked by the wide gaps that exist between policy intents and policy implementation. Learners are expected to grasp the meaning and practical relevance of facts. This paper is premised on the recognition that is possible to integrate theory with practice, despite the barriers that exist. It argues that educators should address these barriers and use their professionalism to facilitate the marriage of theory to practice. This was a case study which collected data from teachers, administrators, learners and parents/ guardians in the selected primary schools. There were misconceptions and even ill-feelings concerning the practical dimension of teaching and learning. Some research respondents spoke strongly in favor of academic and theoretical knowledge. It was found that factors which militate against the effective integration of theory and practice do so in varying degrees. Zimbabwes public examinations were found to have the most profound and negative impact on teaching orientations. Several recommendations were proffered at the end of this study, with the hope that all the stakeholders will be committed to the 2014 Curriculum Blueprint, which was bent on correcting the mind-sets and approaches to teaching and learning. Seeing the pivotal role of education in any given society, the researchers found it imperative to contribute to the ideas that can lead to best practice. Keywords: challenges, Curriculum, primary school, Zimbabwe.

openalex: W2516293829 mag: 2516293829