Reflective practice in the teaching of civic education in secondary schools in Zambia: a case study of Lusaka province.

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Muleya, Gistered
Magasu, Oliver
Mweemba, Liberty
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Multidisciplinary Journal of Language and Social Sciences Education | Volume 3, Issue 3
This study sought to establish the use of reflective practice in the teaching of Civic Education in secondary schools in Zambia. The theory of Conscientisation was applied in the study to understand how the process of reflection generates liberating knowledge in the teaching of Civic Education in secondary schools in Zambia. A descriptive case study design was used and data was collected using interviews and Focus Group Discussions (FGDs). Purposive sampling procedures were used to sample 73 participants. Data collected was analysed using themes that emerged from the objectives of the study. The study noted that reflective practice though rarely promoted by the teachers in their lessons was a significant aspect in teaching of Civic Education in secondary schools. The study also found that when applied correctly as an approach in teaching, reflective practice provides opportunities among the learners to engage in educational discussions during the lessons. Additionally, the study also noted that the use of reflective practice in teaching Civic Education in Secondary schools served as a good motivation for the learners to become active, responsible and informed members of society. Based on these findings, this study concludes that reflective practice as an approach of teaching serves to build self- esteem and confidence in learners and therefore the study recommends that the Ministry of General Education (MoGE) should take a deliberate move in providing workshops/short courses to Civic Education teachers so that they can enhance their skills in the use of reflective practice in Civic Education lessons.
Civic education. , Reflective practice. , Conscientisation. , Secondary schools.