Understanding continuous professional development programs in fostering 21st century civic education teaching approaches : a case study of selected secondary schools in Luampa district of Western province.
| dc.contributor.author | Akayombokwa, Kakupa Luka | |
| dc.date.accessioned | 2024-12-12T10:11:42Z | |
| dc.date.available | 2024-12-12T10:11:42Z | |
| dc.date.issued | 2024 | |
| dc.description | Thesis of Master of Education in Civic Education. | |
| dc.description.abstract | This study explored Understanding Continuous Professional Development Programs in fostering 21st century Civic Education Teaching Approaches: A case study of selected secondary schools in Luampa District of Western Province of Zambia. Due to heightened demand for 21st century civic Education skills, it was imperative that a research was conducted to critically look at the role of CPDs in enhancing 21st century Civic Education teaching approaches in the five selected secondary schools of Luampa District. Teaching approaches in this vein were learner centred activities. The four research objectives were to investigate the nature of CPDs conducted in secondary schools of Luampa District; to identify components of the CPDs dedicated to the promotion of 21stCentury Civic Education skills; to assess the adequacy of CPD activities in fostering 21st century Civic Education Teaching Approaches; and, to examine challenges encountered in the use of CPDs to promote 21stCentury Civic Education skills. The study used a Descriptive Survey Design which utilised both qualitative and quantitative methods of data collection. Utilised in the research were questionnaires, semi-structured interviews, and observation checklists. Questionnaires with open ended and closed ended questions were administered to 100 Grade twelve Civic Education learners and 20 teachers of Civic Education for quantitative and qualitative data. Grade twelve learners were randomly selected according to gender. Semi-structured interviews were conducted with Head Teachers, Social Sciences Heads of Department, and the Debs who were all purposefully selected regardless of gender. Observation checklists were used in lesson observations involving five teachers of Civic Education and these were purposefully selected regardless of gender. The findings of this study indicated that, Continuous Professional Development Programmes were instrumental in fostering 21st century Civic Education Teaching Approaches. However, a lot of challenges were unearthed like; 99% of learners indicated that Civic Education was only based on theory during lesson deliveries; no mock elections, no mock court trials, no mock legislative hearings were conducted in schools.no community project was given to learners in Civic Education. CPDs are adequate but not 100% adequate, CPDs providing feedback, and CPD providing training were 93% adequate. Lack of trained facilitators was a challenge. Lack of teaching and learning and learning materials, inadequate funding for CPDs. Some teachers normally want to stay away from CPDs. Understanding levels, lack of skills in research skills, inadequate infrastructure, lack of incentives like credit certificates from TCZ, and not being given a certificate for attending CPDs. Lack of refreshments. This study concludes that, it is imperative for teachers to engage themselves in all CPD programs for them to have a well rounded experience necessary for updating skills, knowledge, and expertise. Furthermore, failure to engage in most of the CPDs from a Civic Education perspective would result in having teachers with serious gaps in terms of 21st century skills, knowledge, and expertise. There is also urgent need to ensure that certificates are given to teachers that attend workshops, seminars, and conferences. There is also a dire need for teachers to gain more skills like digital literacy skills and learning to learn skills through workshops aimed at improving the gaps. There is however a need for Teaching Council of Zambia to consider commencing the issuance of Credit Award Certificates as indicated in the Continuing Professional Development Regulatory Policy as an incentive to teachers engaged in CPD activities. Government to consider extending internet facilities to all secondary schools to activate conducting of online CPDs. Ministry of Education to a larger extent to consider encouraging conducting of Action Researches in secondary schools to boost CPDs. Teaching Council of Zambia to consider opening offices in all Districts to oversee smooth operation of CPDs in the country and be fully funded to reach out to all the schools. | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/8996 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia | |
| dc.title | Understanding continuous professional development programs in fostering 21st century civic education teaching approaches : a case study of selected secondary schools in Luampa district of Western province. | |
| dc.type | Thesis |