Educational Psychology, Sociology and Special Education

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Browsing Educational Psychology, Sociology and Special Education by Author "Banja, M.K."

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    Support systems for newly qualified teachers in africa.
    (Marvel publishers, 2022-06) Banja, M.K.
    This book covers a critical issue in teacher education-the step between being a ‘trainee teacher’ and a competent professional. It makes an invaluable contribution to academic discourse by presenting one of the most topical but sometimes most ignored issue in education. This book proposes that newly qualified teachers move from initial teacher education to orientation through to mentorship and then ultimately continuous professional development. This is premised on the understanding that a full understanding of the interconnected factors affecting newly qualified teachers (NQTs) need to be tackled in a holistic manner. The book, therefore, proposes an all-inclusive framework that builds on the different elements of an all-encompassing solution. In doing this the first step is defining the problem that requires solving. The book presents a very strong argument in support of mentorship of newly qualified teachers in schools by pointing out the gaps between practice in schools and what is taught and learnt in teachers’ colleges/ universities. The book highlights the holistic nature of the benefits of a culture of mentoring and points out the need to train mentors. It covers pertinent issues such as teacher education and teacher competence. At the centre of the book is a discussion of the challenges NQTs face in their new work places (schools) and what school support systems are in place for them. This book is anchored on the principle of contributing to the improvement of quality in education through raising standards in the quality of teaching of newly qualified teachers. It describes and analyses the situation of NQTs in Zambia and compares this with other African countries. Although the issues discussed in this book concern teachers across the education spectrum, the current discussion focuses on the newly qualified secondary school teacher. The discussion is backed by comprehensive references to relevant and expansive literature. The book is critical and analytic rather than merely descriptive, with relevant and appropriate supporting, country specific content and context and illustrations drawn from numerous countries across the African continent. Voices of mentees have been included to draw in the reader and help to connect them to the text and help them to see how ideas might become enacted in different contexts as a way of moving the practice of mentoring forward. Finally, with a deliberate leaning towards the practical implications of the issues raised, the book offers plausible solutions for teacher education. It must be emphasized that this book is not intended as a prescriptive manual, but as a guide interrogating policies, models, structures, and processes relative to newly qualified teachers. I hope that this book will prove helpful to all stakeholders as they interact with its contents. Lastly, this book provides special appeal to students of education, educationalists, policy makers and general readers concerned about what teachers learn during their education and how they practice it in the school and classroom. This book should be of interest to Teaching Service Commissions, Professional Teacher Associations, Regulatory Teacher Bodies, Teacher Unions and similar entities. While several country-specific examples have been given throughout the text, much of the discussion takes a non-country format. It discusses the place of newly qualified teachers within the context of different but highly similar education systems in Africa.
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    Teachers’ perceptions regarding the role of practical work in teaching integrated science at junior secondary school level in Zambia.
    (FACULTY OF EDUCATION, UNIVERSITY OF ESWATINI, 2018) Banja, M.K.
    This paper reports the findings of a study that explored teachers' perceptions regarding the role of practical work in teaching integrated science at junior secondary school level. The sample consisted of 32 teachers of integrated science. There were 26 males and 6 females teachers. A descriptive survey design was employed under a mixed method approach that placed greater focus on the qualitative strand. Purposeful sampling procedure was used to select teachers. Data collected from survey questionnaires were analysed using Microsoft Excel 2007 while the interview data were analysed using thematic analysis. The study found that teachers had positive perceptions regarding the role of practical work in teaching integrated science although their perceptions did not translate into actually conducting practical work during teaching. Teachers had indifferent attitudes towards conducting practical work. Teachers of integrated science experienced challenges such as overcrowding in classes, language barrier, inadequate professional development, insufficient instructional time to cover the syllabus content, and poor administrative support. The study recommended that standards officers and head teachers should monitor teachers and help improve teacher support by making necessary materials available for use during teaching as well as organising professional development meetings.
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    The teaching profession in Zambia: myth or reality?.
    (School of Education, University of Zambia, 2012) Banja, M.K.
    This article addresses the question of whether teaching in Zambia can be considered as a profession. Sociologists and other scholars worldwide have grappled with the question of whether or not teaching is a profession. No universally accepted This article addresses the question of whether teaching in Zambia can be considered as a profession. Sociologists and other scholars worldwide have grappled with the question of whether or not teaching is a profession. No universally accepted definition of a profession exists among social scientists. Nonetheless there does exist a combination of characteristics which are associated with professions. The article is divided into three sections. The first section examines the major characteristics of a profession. The second section evaluates the teaching fraternity in Zambia against these characteristics with focus on the factors responsible for the failure of the teaching fraternity to attain the status of a profession in Zambia. The third section suggests remedial measures considered necessary in the drive to make teaching a profession in Zambia.