Abstract:
Teacher educators’ experiences in mainstreaming child friendly schools concept had been
contributing factor to the training of pre-service teachers. This study concentrated on
different experiences teacher educators had in mainstreaming child friendly schools concept
since its introduction to Teacher Training Colleges. The following research questions guided
the study: What is the understanding of teacher educators regarding the CFS concept? How
do teacher educators train student teachers the concept of CFS? What challenges do teacher
educators face in the training of CFS concept? The purposive sampling of six (6) teacher
educators in South West Education Division was used. Teacher educators responded to
semi-structured questions in focus group discussions and face-face interviews inorder to
seek their views on CFS implementation.
The findings study revealed that teacher educators had clear understanding of the concept.
However, they lacked practical knowledge on how to train and assess. Lack of resources
also contributed to inadequate preparation of student teachers on CFS model. It was
established that although the teacher educators were aware of CFS in theory; practically,
they required proper guidelines. The research study recommended that the principal should
consider monitoring and supporting the CFS implementation at college level. In addition,
teacher educators should support and monitor the CFS activities, thereby, enhancing the
promotion of quality education in student teachers. Finally, there should be clear guidelines
on how teacher educators are to mainstream CFS. This would help to enhance the creation
of child friendly schools in primary schools in Malawi.
