The Alignment of Lesson Plans with the Curriculum for Science Student Teachers During School Experience: A Case Study of Mukuba University, Zambia

Abstract

This study investigates the alignment of lesson plans with the prescribed curriculum, teaching methods, and assessment practices employed by student teachers during their school experience. It aims to bridge the gap between curriculum design and practical implementation by examining how effectively student teachers apply the curriculum, the challenges they face, and the extent to which their teaching methods and assessments align with intended educational outcomes. A mixed-methods approach was adopted, combining qualitative data from focus group discussions and semi-structured interviews with quantitative analysis of lesson plans and classroom observations. The findings revealed a persistent misalignment between prescribed syllabus topics and those planned in lesson plans. Teaching methods were predominantly teacher-centered, with limited use of learner-centered approaches such as group work, debates, and field trips. Assessment practices were primarily summative, with little emphasis on formative assessments, contradicting the curriculum's focus on continuous student evaluation. The exam-centric approach led to rote learning and minimal active student participation. Qualitative data indicated that factors such as limited resources, inadequate mentorship, and insufficient professional development opportunities contributed to these challenges. The study recommends strengthening teacher training programs by emphasizing curriculum interpretation, adopting learner-centered teaching methods, and incorporating diverse formative assessments. Additionally, greater resource allocation and targeted mentorship are necessary to shift from exam-driven teaching to fostering meaningful learning experiences. These findings provide actionable insights to enhance teacher preparedness and create more effective teaching and learning environments.