Theory, policy, and practice: bridging the gap between teacher training and classroom practice in language of instruction in Zambia

This participatory action research project conducted through the USAID-funded Transforming Teacher Education activity examined how two pre-service teacher education programs in Zambia prepared teachers for primary reading instruction. College and university lecturers in-service grade participated focus groups interviews. We identified gaps between training practice within framework of Zambia’s language instruction policy. find that preparation was generally theoretical not practical. Opportunities were limited, leading to lacking required competencies using outdated approaches schools. suggest strategies improve alignment classroom