Teachers’ preparedness to teach reading comprehension in english language among grade four learners in selected primary schools in Chongwe district, Zambia.
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Date
2024
Authors
Jimaima, Handili
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
This study explored teacher’s preparedness to teach reading comprehension in English language to Grade four learners in selected primary schools of Chongwe district, Zambia. The research objectives were; to assess teachers’ knowledge of reading comprehension, ascertain primary school teachers of Chongwe district’s preparedness to teach reading comprehension and to establish the challenges primary school teachers of Chongwe district face when teaching reading comprehension. The study was situated within the constructivist paradigm and a descriptive research design was used. The research used qualitative methods of data collection. The study engaged a sample size of 21 participants, comprising 20 teachers and 1 senior education standard officer who were purposively selected from four primary schools. The data collected through focus group discussions and lesson observation was coded and the emerging themes were analysed. The findings showed that the teachers generally had knowledge of reading comprehension but did not teach in ways it ought to be taught. There was no correlation between what was confidently stated in the focus group discussion and what was observed in the classroom situation. Findings further revealed that teachers were generally ill-prepared to teach reading comprehension as evident from the lessons observed. Most of the teachers were not aware of the strategies in the teaching of reading comprehension and did not even apply them during their teaching. It was also revealed that teachers faced challenges when teaching reading comprehension. Some of the challenges highlighted included absenteeism, lack of parental involvement, lack of teaching and learning material and late coming. The study among other recommendations recommends regular monitoring of teachers by standards to help them teach according to standards. The study also recommends holding of continuous professional development programmes by teachers to remind themselves of new trends in teaching.
Key Words: Reading, Reading Comprehension, Reading strategies, Preparedness, Background knowledge
Description
Thesis of Master of Education in Literacy, Language and Applied Linguistics.