The resposivness of civic education teacher training curriculum towrads democratic citizenship in Zambia
| dc.contributor.author | Sakala, Exsaviour | |
| dc.date.accessioned | 2017-12-06T09:11:23Z | |
| dc.date.available | 2017-12-06T09:11:23Z | |
| dc.date.issued | 2016 | |
| dc.description | THESIS (M.ED) | en |
| dc.description.abstract | This study examined the responsiveness of Civic Education Teacher Training Curriculum towards democratic citizenship in two selected Colleges of Education and Universities in Zambia. The study was anchored on the following objectives: To establish the understanding of student teachers and lecturers on the concept of citizenship. To explore the appropriateness of teaching strategies lecturers use in Civic Education for transmitting democratic citizenship ideals and to explore the challenges faced in the learning and teaching of Civic Education with regard to democratic citizenship in Colleges of Education and Universities in Zambia. Methodologically the study used a qualitative phenomenological research design. The following instruments were used as a means to gather data: Individual interviews, focus group discussions and document analysis. Using a Homogenous purposive sampling the study comprised of (4) college lecturers and four (4) university lecturers. Homogenous purposive sampling was also used to select twenty-four (24) student teachers in Colleges and Universities. The findings of the study have shown that the teaching of Civic Education for the promotion of democratic citizenship ideals in Colleges of Education and Universities has not been successful as expected. Firstly, the study established that college lecturers, students and university students had a minimal understanding of the concept of citizenship. Secondly, Civic Education teacher training curriculum has adequate content to promote democratic citizenship but was deficient on active and practical learning pedagogies such as service learning. College and University lecturers believed in active methods of teaching for Civic Education but rarely followed such. Lastly, Colleges and Universities have a lot of challenges that hamper effective teaching of Civic Education and the promotion of democratic citizenship ideals. These range from huge student numbers, unqualified lecturers in the field of Civic Education and limited lecture theatres to undemocratic college leadership that does not recognise the voices of the students in decision making. Based on the findings outlined above, the study concluded that Civic Education Teacher Training in Colleges of Education and Universities were not very successful in their quest to promote democratic citizenship ideals. The teaching of Civic Education lacked practical and active approaches anchored on service learning in the Colleges of Education and Universities. Furthermore, Civic Education Teacher Training was hampered by the lack of qualified lecturers trained in the field of Civic Education; most of the lecturers were trained in fields such as Economic, Religious Studies, History and Geography. The study recommended inter alia the use of participative pedagogical approaches such as service learning in the Civic Education Teacher Training Curriculum in order to foster democratic citizenship ideals in the learners. | en |
| dc.identifier.uri | http://dspace.unza.zm/handle/123456789/5046 | |
| dc.language.iso | en | en |
| dc.publisher | University of Zambia | en |
| dc.subject | Teacher--training of--Zambia | en |
| dc.subject | Teacher orientation | en |
| dc.title | The resposivness of civic education teacher training curriculum towrads democratic citizenship in Zambia | en |
| dc.type | Thesis | en |