An exploration of the use of reflective teaching approaches in civic education lessons in selected secondary schools in Lusaka district, Zambia
| dc.contributor.author | Shimanza, Pamela | |
| dc.date.accessioned | 2021-03-30T14:28:08Z | |
| dc.date.available | 2021-03-30T14:28:08Z | |
| dc.date.issued | 2019 | |
| dc.description | Thesis | en |
| dc.description.abstract | The teaching and learning of Civic Education helps learners recognize the profound role that the subject plays in society. Numerous studies have been done on factors that influence learning in various subjects, but there seemed to be no study which examined the use of reflective teaching approaches in Civic Education lessons in secondary schools in Zambia. This study sought to investigate the use of reflective teaching approaches in Civic Education lessons in selected secondary schools in Lusaka District. The objectives of the study were to: Identify Reflective Teaching approaches used by teachers in Civic Education lessons, establish benefits of using the Reflective Teaching approaches in Civic Education lessons, identify challenges associated with the use of Reflective Teaching approaches in Civic Education lessons, and determine measures that can be put in place to curb the challenges arising from the use of Reflective Teaching approaches in Civic Education lessons. The study was guided by a qualitative approach and the research strategy used was a descriptive design. Data was collected using a reflective questionnaire and lesson observation checklist. Purposive sampling was used to identify the participants in the study. The participants included 6 deputy head teachers, 6 Civic Education heads of section, 6 social sciences heads of department and 18 Civic Education teachers. The total number of the participants in the study amounted to 36. The findings of this study established that: continuous professional development (CPD), peer observation, role play, action research, demonstration, home-work and class exercises were some of the forms of reflective teaching used in Civic Education lessons. The findings further revealed that time allocation, large numbers in classes, lack of participation from learners were inhibiting reflective teaching in Civic Education lessons. It was also discovered that reflective teaching trigger critical thinking in the learners and it makes teachers to be aware of the learning needs of their students. Based on the findings outlined above, this study concludes that the teaching and learning of Civic Education can only improve if teachers are to pay attention to reflective teaching approaches. If teachers do not improve on the use of reflective teaching approaches, the goals and aims of Civic Education will not be realised and the learners too will not become innovative and critical thinkers once they are out of school. The researcher recommended that secondary school authorities should implement the use of reflective teaching in all Civic Education lessons. Key words: Reflective teaching, Forms of Reflective Teaching, Civic Education | en |
| dc.identifier.uri | http://dspace.unza.zm/handle/123456789/7039 | |
| dc.language.iso | en | en |
| dc.publisher | The University of Zambia | en |
| dc.subject | Civic education--Study and teaching--Zambia | en |
| dc.title | An exploration of the use of reflective teaching approaches in civic education lessons in selected secondary schools in Lusaka district, Zambia | en |
| dc.type | Thesis | en |