An analysis of pre-service teachers’ perceptions of their knowledge and application of pedagogical content knowledge in literacy and language.
| dc.contributor.author | Kaponda, Makisa | |
| dc.date.accessioned | 2024-09-04T07:27:40Z | |
| dc.date.available | 2024-09-04T07:27:40Z | |
| dc.date.issued | 2024 | |
| dc.description | Thesis of Master of Education in Literacy, Language and Applied Linguistics. | |
| dc.description.abstract | In Zambia, there is growing concern regarding the effectiveness of pre-service programs graduating primary teachers. While teacher educators continue to produce primary teachers, there is uncertainty about how these programs contribute to student teachers' acquisition and application of Pedagogical Content Knowledge (PCK). Recognizing the pivotal role of PCK in effective teaching, this case study aimed to fill a notable gap in the literature by investigating how pre-service teachers perceive and navigate the complexity of PCK, particularly in literacy and language. The study had specific objectives, including gaining insight into their preparedness, identifying gaps between their knowledge and its application in the classroom, and finding ways to support the acquisition of pedagogical content knowledge. The study used qualitative methods and employed a descriptive case research design, aligning with the suggested instruments for data collection. The study focused on second-year student teachers during their school experience, and participants were selected through homogeneous purposive sampling, resulting in a sample of 14 participants, including 10 student teachers and 4 mentors. Data collection utilized three instruments: semi-structured interview guides, focus group discussion interviews, and lesson observations. The study revealed diverse perspectives on teachers' preparedness for the school experience, emphasizing the need for standardized approaches to pedagogy in language and literacy due to varied experiences among student teachers. Positive relationships between student teachers and mentors were highlighted as crucial for professional development, with an emphasis on practical observations and constructive feedback. Regarding the acquisition and application of pedagogical content knowledge, the findings illuminated how PCK is translated into classroom actions, revealing challenges and successes during school experience. In enhancing literacy and language skills, student teachers expanded their knowledge using programs like Jolly Phonics to address content and pedagogy gaps. Recommendations included continuous encouragement, addressing fears related to teaching language and literacy, promoting collaboration between colleges and schools, and providing additional training opportunities to address identified challenges in pedagogical skills, methodologies, and instructional practices, with a specific focus on areas where steps may have been missed. Keywords: Student teachers, pedagogical content knowledge, school experience, graduation, language and literacy | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/8878 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia | |
| dc.title | An analysis of pre-service teachers’ perceptions of their knowledge and application of pedagogical content knowledge in literacy and language. | |
| dc.type | Thesis |