An analysis of secondary schoolteacher’s pedagogical content knowledge in ‘o’-level literature in english curriculum: a case of Zambezi district of Zambia.
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Date
2025
Authors
Chizelu, Mbaita
Journal Title
Journal ISSN
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Publisher
The University of Zambia
Abstract
This study was focused on teachers' pedagogical content knowledge (PCK) in Literature in English curriculum in Zambezi district using a qualitative case study approach. Guided by an interpretivist research paradigm, the study involved 49 participants, including Literature in English teachers, who were purposefully selected. Data were collected through interviews and focus group discussions. The objectives were to find out teachers' PCK, establish the availability and usage of teaching and learning resources, and analyse perceptions of learners in Literature in English. Findings revealed that while teachers demonstrated content knowledge, their pedagogical strategies were often limited, affecting learners’ engagement. The availability of teaching and learning resources were inconsistent, with many schools lacking essential texts, impacting teaching effectiveness. Additionally, perceptions of Literature in English varied; some teachers and learners viewed it as challenging and less relevant to career prospects. From this study it was concluded that enhancing teachers' pedagogical strategies, improving resource provision, and fostering positive attitudes toward the subject are essential for better learning outcomes. The recommendations targeted professional development, increased government and stakeholder support for resource provision, and advocacy to improve the perception of Literature in English in the curriculum.
Description
Thesis of Master of Education in Curriculum Studies