Title:
TEACHER COMPETENCY IN ENGAGING METHODS THAT ENHANCE SERVICELEARNING IN THE TEACHING OF CIVIC EDUCATION IN SELECTED SECONDARY SCHOOLS IN LUSAKA PROVINCE, ZAMBIA

Authors:
Daniel Katongo Chola,Zambia

Abstract:
This study employed a cross sectional survey research design to assess service-learning in the teaching of civic education in selected secondary schools in Lusaka province focusing on teacher competency in engaging methods that enhance service-learning. Three secondary schools were purposively sampled as they pioneered civic education from its inception in 2004. 12 teachers were purposively selected of which 3 were heads of departments (HoDs) and 9 were civic education teachers from the sampled schools. 28 pupils from each school in Grade 12 classes that were taking civic education were selected by systematic random sampling to take part in the study so as to give equal chances of participation to pupils. Focus group discussions and questionnaires were administered to pupils while interviews and questionnaires were administered to teachers. All interviews were transcribed andwere coded for themes. Data analysis showed that there was weak engagement of active learning methodologies that would stimulate classroom and community engagement to help learners create structured reflection and critical analysis of political and social challenges. Outcomes related to servicelearning were also weak. It was concluded that teachers rarely used active learning methods. The researchers recommended that an on-going in-service professional development be provided on service-learning for teachers at all levels, from novices to the veterans. There was also need to institutionalise service-learning so that it became the basis of teaching methodologies in schools as well as increasing policy and leadership in this field to achieve public goals and solve public problems