Reflective practice: a strategy for improving the teaching of civic education in secondary schools in Zambia.
| dc.contributor.author | Magasu, Oliver | |
| dc.date.accessioned | 2024-12-04T13:04:28Z | |
| dc.date.available | 2024-12-04T13:04:28Z | |
| dc.date.issued | 2020 | |
| dc.description | Thesis of Doctor of Philosophy in Civic Education. | |
| dc.description.abstract | This study sought to investigate the implementation of reflective practice strategy in the teaching of Civic Education in secondary schools in Zambia. The objectives of this study were to explore teaching strategies used in Civic Education lessons in secondary schools of Lusaka Province in Zambia, to describe how reflective practice as a strategy is used in the teaching of Civic Education in secondary schools of Lusaka Province in Zambia, to explore the challenges, if any, affecting the implementation of reflective practice strategy in the teaching of Civic Education in secondary schools of Lusaka Province in Zambia and to propose a framework that could enhance the implementation of reflective practice in the teaching of Civic Education in secondary schools of Lusaka Province in Zambia. The research paradigm was critical theory paradigm. Since it was a qualitative study, a descriptive survey research design was used and data was collected using interviews, Focus Group Discussions (FGDs), observations and document analysis. Purposive sampling procedures was used to sample Twenty- Four participants and Five Focus Groups. Data collected was analysed using themes that emerged from the literature review and 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, responsive 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. This study further proposes a framework that should be used in the teaching of Civic Education in secondary schools. There is need in future to assess the training of Civic Education teachers with regards to training for reflective practice strategy. | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/8984 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia | |
| dc.title | Reflective practice: a strategy for improving the teaching of civic education in secondary schools in Zambia. | |
| dc.type | Thesis |