IRASS Journal of Arts, Humanities and Social Sciences Abbriviate Title- IRASS J Arts Humanit Soc Sci ISSN (Online) 3049-0170 https://irasspublisher.com/journal-details/IJAHSS Vol-2, Iss-5 (May-2025) This is an open access article under the CC BY-NC license 139 Organisational impediments hindering the smooth delivery of classroom action research in initial teacher education in Zimbabwe Wilson Banda 1* , Symporosa Rembe 2 , Hedwick Chigwida 3 *1 Educational Foundations, Faculty of Education, University of Zimbabwe 2 School of Further and Continuing Education, Faculty of Education, University of Fort Hare, South Africa 3 Educational Foundations, Faculty of Education, University of Zimbabwe Corresponding Author Wilson Banda Educational Foundations, Faculty of Education, University of Zimbabwe Article History Received: 03 / 05 / 2025 Accepted: 18 / 05 / 2025 Published: 21 / 05 /2025 Abstract: The study was part of a larger investigation on the implementation of classroom action research in Zimbabwean teacher education colleges. The study sought to unravel overarching impediments hindering the development of action research skills and competencies in the identified institutions. The research impetus was that despite teacher research being embraced by curriculum change literature as pivotal ingredient of initial teacher education and development, globally, the Zimbabwean situation pointed to the contrary in implementation. The study was a between methods concurrent triangulation design that utilised the mixed-methods approach. A purposive sample of 64 teacher educators and 76 preservice teachers were utilised. Data were collected through multiple instruments, namely: semi-structured questionnaires, document analysis, focus group discussions and interviews. SPSS version 20 software was used to analyze quantitative data. Qualitative data were analysed though content analysis. It emerged from the study that the delivery of the research process was tainted with a plethora of organisational impediments that needed intervention by all educational stakeholders. Keywords: Classroom action research; curriculum; impediment; initial teacher education. How to Cite: Banda, W., Rembe, S., Chigwida, H, (2025). Organisational impediments hindering the smooth delivery of classroom action research in initial teacher education in Zimbabwe. IRASS Journal of Arts, Humanities and Social Sciences,2(5)139- 146. INTRODUCTION The Zimbabwean Government reconstructed many educational reforms at the attainment of political independence in 1980. The reforms encountered diverse success stories. One such reform was the adoption of the 2-5-2 initial teacher education and development model in primary school teachers’ colleges with emphasis in research methods tuition, aimed at the production of more reflective teachers. However, the way classroom action research (CAR) was being implemented in most teachers’ colleges in Zimbabwe seemed to have been shroud in a plethora of shortcomings. Several grey areas were evident about the CAR experiences pre-service teachers underwent. For instance, the researchers observed with concern, as external examiners that year- in and year-out, dozens of Professional Development Studies’ (PDS) prospective distinction pre-service teachers faltered on the last hurdle, mostly due to low percentage pass-marks obtained in their final year CAR projects. The problematic phenomenon was echoed by numerous reports produced by the University of Zimbabwe Department of Teacher Education (UZ-DTE) chief examiners (Bwerazuva, 2013; Matimati, 2006). Questions thus arose on whether CAR project writing was complex, intricate or phobia abound. Furthermore, colleague lecturers belittled the CAR delivery process calling the projects no research at all. It was against this background that this study sought to establish overarching impediments to the smooth delivery of CAR in selected Zimbabwean teacher education colleges and proffered tentative curricular intervention measures. REVIEWED LITERATURE Classroom Action Research Conception Classroom action research (CAR) conception appears quite problematic. Different authors seem to have different definitions thereof. However, convergence appears on the major themes for the process. Brown (2002) posits that, relatively, CAR resembles the major assumptions of adult learning, as it provides a disciplined process of critical reflection, meaningful experiences, and self- directed inquiry. Emphasis on systematic action denotes that CAR is a cyclical step-by-step process. According to Danielson and McGreal (2000), CAR gives pre-service teachers the opportunity to explore problems that bedevil their day-to-day instructional responsibilities and triggers them to come up with tentative educational solutions. CAR is perceived to be a collaborative initiative that calls for educational practitioners to work as a team in designing the best strategies in finding a solution to problems in their classrooms. The overarching purpose of CAR implementation is to refine the current teaching practice. The terms CAR, teacher research, self-study or practitioner research are often used as synonyms (McNiff and Whitehead,