Teachers’ pedagogical content knowledge for teaching computer studies in rural Zambian secondary schools of North-western province.
Date
2019
Authors
Masumba, Collins Kasoka
Mulenga, Innocent Mutale
Journal Title
Journal ISSN
Volume Title
Publisher
Zambia Journal of Library & Information Science (ZAJLIS)
Abstract
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.
Description
Keywords
Computer studies. , Pedagogical knowledge. , Content knowledge.