Training as a Teacher of Science at the University of Zambia: Boons and Challenges as Perceived by Students in the Science Teacher Education Programme

This study explored the perceived benefits, challenges, and coping strategies of students enrolled in the Bachelor of Science with Education (BSc. Ed.) and Bachelor of Agriculture with Education (BAgric. Ed.) programmes at the University of Zambia. Using a qualitative approach grounded in Todorov's Narrative Structure Theory, data were collected through open-ended questionnaires administered to 140 third- and fourth-year students in May 2019. Constant comparative analysis, employing both deductive coding aligned with Todorov's five narrative stages and inductive thematic development, was used to identify emergent themes. Findings revealed that students perceived significant benefits in knowledge acquisition, skills development, and positive value formation. However, they also reported substantial challenges including overloaded curricula, inappropriate pedagogical strategies, financial constraints, accommodation shortages, inadequate learning resources, and transitioning difficulties. Coping strategies included extended study hours, formation of study groups, engagement in part-time work, and utilisation of online resources. The study highlights a tension between the programme's intended outcomes and the lived experiences of students, with implications for teacher quality and retention. Through the lens of Todorov's narrative theory, the student experience is revealed as a dynamic journey from initial equilibrium through disruption and recognition to repair and the achievement of a new, transformed equilibrium. Recommendations include curriculum review, enhanced lecturer pedagogical training, improved financial support schemes, better coordination between collaborating schools, and deliberate mentorship programmes. The findings contribute to the discourse on teacher education quality in resource-constrained higher education contexts in Sub-Saharan Africa.