Brown, Monica M.Brandon, E. P.2022-01-182022-01-181991278https://hdl.handle.net/2139/52381This study identified four groups with a stake in the nature and effectiveness of teacher education programmes: 1) principals and vice-principals of schools, 2) student teacher, 3) college principals and lecturers, and 4) education officers. Each of these stakeholder groups defines the functions of teacher education programmes on the basis of perspectives derived from their own roles and responsibilities. The study sought to discover their expectations of teacher education programmes; to compare expectations across groups, and to consider implications for programme planning. Data were obtained from questionnaires administered to a sample of respondents from each of the groups. The results of the data analysis are presented under three main headings: 1) Image of the teacher, 2) Expectations for various aspects of the programme, and 3) Expectations for the outcome of the programme. The study found that expectations of the four groups showed similarities and differences, inherent contradictions, and a certain lack of realism. Teacher educators need to address these differences and contradictions, and determine how they can be taken into account in programme planningConference papers