Exploring civic education teaching sources, methods and evaluations used by civic education teachers to empower civic education learners with civic skills
The overarching focus of this study was to explore Civic Education teaching sources, methods and evaluations used by Civic Education teachers to empower Civic Education learners with Civic Skills in selected secondary schools of Lusaka District. Precisely, the study sought to explore the various Civic Education teaching sources, methods and evaluations Civic Education teachers employ to empower Civic Education learners with civic skills. Further still, the study established challenges that Civic Education teachers encounter in empowering Civic Education learners with civic skills. Finally, the study identified possible measures put in place to address the challenges faced by Civic Education teachers in the teaching of civic skills and how such measures enhanced Civic Education teachers’ ability to empower Civic Education learners with civic skills. Descriptive research design was used since the study employed qualitative approach. The study purposefully sampled 12 (twelve) Civic Education teachers from the three Secondary Schools in Lusaka District. Interview Guide was used as data collection instrument. Thematic approach was applied to analyse the data. The findings revealed that teachers were using methods that did not empower learners with civic skills. It was further established that teachers mostly preferred ‘lecture method’ to teach Civic Education. It was also disclosed in the study that teachers had a challenge of lack of teaching and learning materials, and they relied on out-dated sources of civic skills. Over enrolment of pupils compelled teachers to use teacher-centred method as an ideal method to use in large classes. The study identified Continuous Professional Development (CPD) programmes such as Lesson Study Circle (LSC), Cluster Meetings (CM) and Professional Subject Associations Meetings (PSAM) as measures through which the Civic Education teachers use to navigate the challenges they encounter in empowering Civic Education learners with civic skills. The study concludes that Civic Education teachers do not adequately apply methods that could empower Civic Education learners with civic skills. Therefore, this study recommends that teachers need to be monitored and evaluated with regards to how they are teaching Civic Education. In addition, more creative skills need to be enshrined in the curriculum and later on syllabus of Civic Education so as to increase on the resource and techniques of enhancing acquisition of civic skills. Teachers need to have on their fingertips knowledge of approaches on the teaching of Civic Education so as to model learners in accordance with the outcomes. Key words: Civic Education Teachers, Learner, Sources, Methods, Evaluation, Civic Skills,
Civic education--Teaching and studying--Zambia
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