Teacher’s Pedagogical Content Knowledge for Teaching Computer Studies in Rural Zambian Secondary Schools of North-Western Province
Main Article Content
Abstract
The 21st century technological rapid advancements have resulted into speedy spread of information and innovations the world over and the skills in the use of computers and ICT are at the centre of it all. The Zambian National Information and Communication Technology policy which was launched in 2007 aimed at ensuring that schools produce learners who are computer literate, innovative and attain lifelong education. To achieve this, the Zambian school curriculum was revised in 2013 and Computer Studies (CS) was introduced as a compulsory subject to be taught in all schools. However, at the time of this study the country had not graduated any teacher of computer studies. Nevertheless, computer studies was to be taught and examined in all secondary schools. This study was aimed at finding out the teacher pedagogical content knowledge in one of Zambia’s most rural provinces given that other studies that were conducted focused on urban areas. Employing the concurrent embedded research design of the mixed methods approach, it was established that the majority of teachers of CS had no computer studies teacher education qualification. Secondly, teachers employed inappropriate pedagogies and thus learners were failing to acquire the necessary knowledge and skills in computer studies. This study provides valuable insights to the Ministry of General Education who need to understand and ensure that the success of any curriculum innovation depend on the availability of qualified teachers and appropriate teaching and learning resources.
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