Teaching strategies used in civic education lessons in secondary schools in Zambia.
Date
2020-02
Authors
Mweemba, Liberty
Journal Title
Journal ISSN
Volume Title
Publisher
International journal of research-Granthaalayah
Abstract
This study sought to investigate the teaching strategies used in Civic Education lessons in
secondary schools in Zambia. The study used a descriptive case study design and data was
collected using interviews, Focus Group Discussions (FGDs) and observations. Purposive
sampling procedure was used to target seventy-four participants. Data collected was analysed
using themes that emerged from the literature review and objectives of the study. The main
findings of the study were that teachers in secondary schools still used teacher-centred strategies
in the teaching of Civic Education despite policy direction in the Zambia Education Curriculum of
2013. Lecture method was common most Civic Education lessons. A few who implemented
reflective practice strategies in their lessons used debate, group discussions and brainstorming.
Based on the findings, social sciences departments where Civic Education sits in secondary
schools in Zambia should find mechanisms of observing reflective practice strategy in the teaching
of Civic Education rather than just seeing lesson plans. The Ministry of General Education should
take a deliberate move to provide workshops/short courses to Civic Education teachers on the
importance and use of reflective practice strategy in Civic Education lessons. Further, Curriculum
Development Centre (CDC) and Examination Council of Zambia (ECZ) should collaborate and
re-design the Civic Education Syllabus and give it a practical project since the subject is practical
in nature. There is need in future to assess the training of Civic Education teachers with regards to
training for reflective practice strategy.
Keywords: Civic Education; Pedagogical; Reflective practice; Implementation.
Description
Journal Article
Keywords
Civic Education-- Pedagogical--Zambia.