Teachers’ pedagogical content knowledge for teaching Computer Studies in rural Zambian secondary schools of North-western Province
Masumba, Collins Kasoka
Mulenga, Innocent Mutale
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The rapid 21st century technological advancements have resulted into speedy spread of information and innovations world over and the skills in the use of computers and ICTs are at the centre of it all. The Zambian National Information and Communication Technology policy which was launched in 2007 aimed at ensuring that schools produce learners who are computer literate, innovative and attain lifelong education. To achieve this, the Zambian school curriculum was revised in 2013 and Computer Studies (CS) was introduced as a compulsory subject to be taught in all schools. At the time of this study, very few teachers had been trained to teach CS in schools. Nevertheless, CS was to be taught and examined in all secondary schools. This study was aimed at finding out the teacher pedagogical content knowledge in one of Zambia’s most rural provinces, given that other studies that were conducted focused on urban areas. The study employed a concurrent embedded research design of the mixed method approach which enabled the collection of both qualitative and quantitative data simultaneously. It was established that the majority of teachers of CS had no qualifications to teach CS. Secondly, teachers employed inappropriate pedagogies and thus learners were failing to acquire the necessary knowledge and skills in CS. In view of the findings, it is recommended that the Ministry of General education (MoGE) should provide sustained support to universities and colleges of education so that these institutions prioritise Teacher Education in CS. Further, the MoGE should provide appropriate teaching and learning resources so as to support the teaching of CS in schools.
Zambia Journal of Library & Information Science (ZAJLIS)