摘要：The research paper gives an insight of the responsiveness of the University of Zambia (UNZA) Pre-service Teacher Education Programme to schools and communities. It takes into account the views of former UNZA graduate teachers. The research was conducted in Lusaka, Kafue and Chongwe districts of Lusaka Province, Zambia. Face to face interviews and focus group discussions were used as key instruments to collect data. The constant comparative method was used to analyze it. Data collected, was categorized into emerging themes: Subject competence, methodological competence, awareness of the teaching profession and relevance of the programme to high school, among others.The main findings of the study revealed that: There were gaps between what the UNZA programme was offering and what was obtaining in the High Schools. There is evidence that UNZA trainee teachers were exposed to a broad content material which, in some cases, did not take into consideration what was obtaining in the Zambian High Schools. The study also revealed that UNZA prepared teachers were weak in the delivery of subject matter (methodology) and that Professional ethics were not part of UNZA Teacher Education Programme. Among other findings of the study were that there was inadequate preparation of trainee teachers in the area of social aspect of the teaching profession i.e. School Community Partnership and that there was equally inadequate preparation of trainee-teachers with knowledge and skills to enable them to adapt to change, e.g. ICT. In view of the findings above, it is highly recommended that all the stake holders involved in teacher preparation should come together and re-examine the teacher training programme offered at UNZA, with the view to closing the gaps currently existing between UNZA, High Schools and Communities.
关键词：Responsiveness; subject competence; methodological competence & social competence.
