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The efficacy of teaching practice implemented by the University of Zambia
Get PDFAbstract in English, Zulu and VendaFor many years, the process of training a teacher has been extensively studied and debated in the scientific and academic community worldwide. However, the literature reviewed for the study revealed that few studies have been conducted on teaching practice in Zambia. The aim of this study was to determine the efficacy of the teaching practice programme of the University of Zambia, to identify its challenges and to propose improvements. This study was therefore guided by the following main research question: How effective is teaching practice conducted by the University of Zambia for the preparation of teachers to teach in secondary schools in Zambia?
The study is informed by the third generation activity theory perspective. It is situated in the qualitative approach and the underlying epistemology is interpretive. The sample population was purposively selected and comprised the „triad‟: 8 teacher educators, 24 student teachers, and 10 supervising teachers. Data were collected from interviews, focus groups and lesson evaluation forms. The data from the interviews and focus groups were analysed thematically, while the data from lesson evaluation forms were analysed using the content analysis method. To present and analyse the participants‟ views, key themes were identified, which included the lack of clarity and consensus on the role of supervising teachers in teaching practice, and that the implementation of teaching practice is beset with many challenges.
The study established that the short period for the implementation of teaching practice was a critical challenge to providing quality training to student teachers. Inadequate funds for teaching and learning materials and a lack of clarity and consensus on the role of supervising teachers in teaching practice were among the challenges. Most of the study‟s findings are consistent with earlier studies. One such finding was that student teachers demonstrated mastery of subject matter but had inadequate knowledge and skills in teaching methodology. Based on the evidence collected and analysed, the researcher established that the teaching practice implemented by the University of Zambia in schools is ineffective. Therefore, this study ends with recommendations to make the implementation of teaching practice by the University of Zambia in schools effective. One of the recommendations is that the School of Education should be separated from other faculties so that more time can be devoted to training and actual teaching practice in schools.Iminyaka eminingi, inqubo yoqeqesho lothisha sekucwaningwe ngayo kanye nokuxoxisana ngayo ngososayense kanye nama-akhademiki kuwo wonke umhlaba. Imibhalo ebuyekeziwe ngocwaningo lwamanje, kodwa iveze ukuthi, bambalwa abacwaningi abaphenyisise ngezinqubo zokufundisa eZambia. Ucwaningo lwamanje belufuna ukubheka ukusebenza kohlelo lwenqubo yokufundisa, okwenziwa eYunivesithi yaseZambia, ngenhloso yokubona izinselele kanye nokuphakamisa izindlela zokuthuthukisa. Lo msebenzi ubuholelwa ngumbuzo wocwaningo olandelayo: Ngabe isebenza kanjani inqubo yokufundisa eyenziwa yiYunivesithi yeZambia, ukulungiselela othisha ukufundisa kwizikole zamasekondari eZambia?
Ngokuholelwa yi-third-generation activity theory perspective, ucwaningo lusebenzise inqubo ye-qualitative kanye ne-interpretive ngaphansi kohlelo lwe-epistemology. Abantu okuthathwe kubo isampuli, ehlelwe ngenhloso ibiqukethe i-'triad' yabafundisi bothisha, izitshudeni ezifundela ukufundisa kanye nothisha abasuphavayisayo. Kuqoqwe idata (ulwazi) ngokusebenzisa ama-interview, ama-focus group kanye namafomu okuhlola izifundo, ngemuva kwalokho idata etholakele kuqala yahlaziywa ngokulandela izihloko (thematically), kanti idata yakamuva yona kwenziwa uhlaziyo lwengqikithi (content analysis) ngayo. Ukwethula kanye nokuhlaziya imibono yababambiqhaza, kwabonwa izihloko (themes) ezisemqoka, phakathi kwazo kwaba nokungaqiniseki kahle ngendima edlalwa ngothisha abasuphavayisayo kwinqubo yokufundisa, kanye nezihibe ekusebenzeni ngokulandela inqubo yokufundisa.
Imiphumela iveze ukuthi isikhathi esifishane esibekiwe sokusebenzisa inqubo yokufundisa sibangele inselele esemqoka maqondana neqophelo loqeqesho olunikezwa izitshudeni zothisha. Akunamali elingene yokuthola imetheriyali yezinto zokufundisa kanye nokufunda, kanti futhi kunokungacaci kahle kanye nokungavumelani ngendima yothisha abasuphavayisayo kwinqubo yokufundisa, nakho lokhu kwabikwa. Ngisho noma imiphumela yocwaningo ihambelana nemisebenzi yangaphambilini, okutholakele okusemqoka kube wukuthi izitshudeni zothisha zikwazile ukukhombisa ukuqondisisa kwazo ngengqikithi yezifundo (subject matter), kodwa bezingenalwazi olwanele, namakhono ngemetodoloji yokufundisa. Ngokulandela ubufakazi obuqoqiwe bahlaziywa, umcwaningi uthole ukuthi inqubo yokufundisa yabathwebule izifundo eYunivesithi yaseZambiwa, abayisebenzisayo ezikoleni, ayisebenzi ngokufanele. Lolu cwaningo, luphethe ngezincomo zokushintsha lesi simo, esinye sazo wukuthi i-School of Education kumele sihlukaniswe namanye amafakhalthi, ukuze kusetshenziswe isikhathi esiningi kugxilwa kakhulu ekuqeqeshweni kothisha kanye nenqubo yokufundisa ezikoleni.Ndi miṅwaha minzhi, maitele a u gudisa vhadededzi a tshi khou gudiwa nga vhuroṅwane na u haseledzwa nga zwitshavha zwa saintsi na zwa akademi u mona na ḽifhasi. Maṅwalwa a zwine zwa tea u itwa zwino o bvisela khagala uri, fhedzi, hu na vhaṱoḓisisi vha si gathi vho sengulusaho kufunzele kwa Zambia. Ngudo dza zwino dzo lwela u vhona u vhona u shuma ha mbekanyamushumo ya nḓowenḓowe dza u funza ine ya ṋekedzwa nga Yunivesithi ya Zambia, ho sedzwa u topola khaedu na u dzinginya zwine zwa tea u khwiṋiswa. Zwiito izwi zwo endedzwa nga mbudziso khulwane ya ṱhoḓisiso i tevhelaho: Nḓowenḓowe dza u funza dzine dza khou itwa ngei Yunivesithi ya Zambia dzi khou shuma u swika ngafhi, u lugisela vhadededzi uri vha kone u funza kha zwikolo zwa sekondari zwa Zambia?
Musi zwi khou ḓisendeka nga nyito dza murafho wa vhuraru wa kuvhonele kwa thyeori, ngudo dzo shumisa maitele a u sedza ndeme na thyeori ya nḓivho ya kuṱalutshedzele kwa zwi re ngomu. Sambula ya tshitshavha, ye ya nanguludzwa hu na ndivho, yo vha i na „zwigwada zwa vhathu nga vhararu‟ vha vhadededzi, matshudeni a gudelaho vhudededzi na vhalavhelesi vha zwa vhudededzi. Data yo kuvhanganywiwa nga kha inthaviwu, zwigwada zwo sedzwaho na fomo dza u ela ngudo, zwine nga murahu data yo wanalaho kha izwi zwivhili zwa u thoma ya kona u saukanywa u ya nga thero, ngeno data ya zwa u fhedzisela yo livhana na musaukanyo wa zwi re ngomu. U itela u ṋekedza na u saukanya mihumbulo ya vho dzhenelelaho ho topolwa thero dza ndeme, dzine khadzo ha vha na u timatima nga ha mushumo wa vhadededzi vha lavhelesaho kha nyito dza u funza, na zwithithisi zwa tshumiso ya nḓowenḓowe dza u funza.
Mawanwa o bvisela khagala uri tshifhinga tshipfufhi tsho ṋekedzwaho nḓowenḓowe dza u funza tsho ṋekedza khaedu khulwane maelana na ndeme ya vhugudisi vhune ha ṋekedzwa matshudeni a zwa vhudededzi. Masheleni a songo lingana a matheriaḽa wa u funza na u guda, na u shaya u bvela khagala na u tendelana kha mushumo wa vhadededzi vha lavhelesaho ndowenḓowe dza u funa, na zwone zwo vhigiwa. Musi vhunzhi ha mawaṅwa a ngudo a tshi elana na a mishumo ya u rangani, hu na mawanwa a kungaho a uri matshudeni vha zwa vhudededzi vho kona u sumbedzisa u ḓivha mafhungo a thero dzavho, fhedzi vha vha vha si na nḓivho yo linganaho ya zwikili, kha ngona dza u funza. Zwo ḓisendeka nga vhuṱanzi ho kuvhanganyiwaho na u saukanywa, muṱoḓisisi o wana uri nḓowenḓowe dza u funza dzine vhatelwadigirii vha Yunivesithi ya Zambia vha shumisa zwikoloni, a dzi tou shuma. Ngudo dzo khunyeledza uri hu vhe na themendelo dzo vhalaho dza u shandukisa nyimele ya zwithu, zwine zwa sia Tshikolo tsha zwa Pfunzo tshi tshi tea u fhandekanywa na miṅwe mihasho uri hu vhe na tshifhinga tshinzhi tsha vhugudisi na nḓowenḓowe dza u funza zwikoloni.D. Phil. (Education)Curriculum and Instructional Studie
The evolution of adult education in Zambia from independence to date and beyond.
Get PDFThis chapter uses documentary evidence to describe the evolution of adult education in Zambia since independence. It defines the key terms, discusses the status of adult education in Zambia pre- and post-independence, and examines its role in the broader context of the University of Zambia’s contribution to national development and society as a whole. The main form of adult education in Zambia is adult literacy and the chapter thus focuses on trends and issues in this field. Finally, the chapter addresses the challenges and future prospects of adult education in Zambia
Challenges Affecting the Implementation of Teaching Practice: The Case of the University of Zambia
Get PDFFor many years, the process of training a teacher has been extensively studied and discussed in the scientific and academic community worldwide. However, very few studies have been conducted on teaching practice in the developing world, which include Zambia. Teaching practice affords student teachers an opportunity to translate theory into practice in a real classroom situation. This study investigated challenges that the University of Zambia faces in implementing teaching practice in schools. In addition, the study probed teacher educators, supervising teachers and student teachers’ views on measures that can be taken to improve the implementation of teaching practice in schools. The theoretical framework for this qualitative study was the third generation activity theory. The sample was purposely selected and comprised eight teacher educators, 10 supervising teachers and 24 student teachers. Semi-structured interviews and focus group discussions were used to collect data. The data were analysed thematically. The study established that the whole process of teaching practice faced many challenges such as lack of collaboration between teacher educators and supervising teachers and limited learning space resulting in inadequate learning and peer teaching time. Most of the study’s findings are consistent with findings of earlier studies. This study is significant as it attempts to reduce the knowledge gap that appears to stem from a paucity of research on teaching practice in Zambia. One major recommendation is that School of Education should be separated from other schools. Keywords: Activity theory, Challenges, Teacher education, Teaching practice, Theory-practice divide. DOI: 10.7176/JEP/12-27-14 Publication date:September 30th 202
Attitudes towards skills training and occupational aspirartions of participants in schools for continuing education
No full textThis study investigated attitudes towards skills training and occupational aspirations of participants in schools for Continuing Education in 1991. Six Schools for Continuing Education were randomly selected for investigation; 3 from rural and 3 from urban areas. The primary data collecting instrument was a structured questionnaire. Part of the data that was collected was nominal while the other was collected on a rating scale.After the coding of the responses had been done, the Chi-square was employed to test the significance of the data obtained for three hypotheses while the other three used percentages. The Chi-square was used to test the following three major propositions: (1) that there is no relationship between the participants' level of education and their attitudes towards skills training;(2) that there is no relationship between the participants' home socio-economic status and their attitudes towards skills training; (3) that there is no relationship between the participants' envirorunental location of training school and their attitudes towards skills training.The remaining three propositions were analysed using percentages and were as follows: (1) that there is no relationship between participants' level of education and their occupational aspirations; (2) that there is no relationship between the participants' socio-economic status and their occupational aspirations; (3) that there is no relationship between the participants' envirorunental location of training school and their occupational aspirations.
Findings of the study revealed that except for level of education, socio¬economic status and environmental location of training school did not have a significant relationship with participants' attitudes towards skills training. Results also indicated that neither socio-economic status nor environmental location of training school had any significant relationship with participants' occupational aspirations.Other findings were that in spite of obvious constraints such as lack of capital, the majority of the participants would prefer to be self-employed. Self employment was more preferred because there were more opportunities to make more money and that there was more 'independence' as they would not have anyone to supervise them. Furthermore, the study revealed that the majority of the participants had a favourable or positive attitude towards skills training.The study revealed that the majority of participants would like to work in urban areas mairily because of the availability of marketing opportunities, better jobs and raw materials
The evolution of adult education in Zambia from independence to date and beyond.
Get PDFThis chapter uses documentary evidence to describe the evolution of adult education in Zambia since independence. It defines the key terms, discusses the status of adult education in Zambia pre- and post-independence, and examines its role in the broader context of the University of Zambia’s contribution to national development and society as a whole. The main form of adult education in Zambia is adult literacy and the chapter thus focuses on trends and issues in this field. Finally, the chapter addresses the challenges and future prospects of adult education in Zambia
Preventive Measures Against the Spread of COVID-19: Exploring Policy Responses in Selected Primary Schools in Lusaka, Zambia
No full textPreventive Measures Against the Spread of COVID-19: Exploring Policy Responses in Selected Primary Schools in Lusaka, Zambia
Get PDFThis is a brief report on a survey conducted to establish preventive measures against the spread of COVID-19 in selected primary schools in the city of Lusaka, Zambia. The survey was necessitated by the fact that even in the midst of the pandemic declared by the World Health Organization as a Public Health Emergency of International Concern on 30 January 2020, schools were reopened. The sample for the survey was purposively selected and largely comprised school administrators. Data were collected through phone interviews. The main fi ndings of the survey were that new operational policies for schools had been introduced, while key preventive measures against the spread of COVID-19 included the use of face masks, physical distancing and observance of high standards of hygiene and sanitation. The major challenges experienced included unwillingness by some parents to allow their children to return to school, non-adherence to physical distancing among pupils and reduced learning time following the splitting of large classes to enhance social distancing
Attitudes towards skills training and occupational aspirartions of participants in schools for continuing education
No full textThis study investigated attitudes towards skills training and occupational aspirations of participants in schools for Continuing Education in 1991. Six Schools for Continuing Education were randomly selected for investigation; 3 from rural and 3 from urban areas. The primary data collecting instrument was a structured questionnaire. Part of the data that was collected was nominal while the other was collected on a rating scale.
After the coding of the responses had been done, the Chi-square was employed to test the significance of the data obtained for three hypotheses while the other three used percentages. The Chi-square was used to test the following three major propositions: (1) that there is no relationship between the participants' level of education and their attitudes towards skills training; (2) that there is no relationship between the participants' home socio-economic status and their attitudes towards skills training; (3) that there is no relationship between the participants' environmental location of training school and their attitudes towards skills training. The remaining three propositions were analysed using percentages and were as follows: (1) that there is no relationship between participants' level of education and their occupational aspirations; (2) that there is no relationship between the participants' socio-economic status and their occupational aspirations; (3) that there is no relationship between the participants' environmental location of training school and their occupational aspirations. Findings of the study revealed that except for level of education, socio-economic status and environmental location of training school did not have a significant relationship with participants' attitudes towards skills training. Results also indicated that neither socio-economic status nor environmental location of training school had any significant relationship with participants' occupational aspirations. Other findings were that in spite of obvious constraints such as lack of capital, the majority of the participants would prefer to be self-employed. Self employment was more preferred because there were more opportunities to make more money and that there was more 'independence' as they would not have anyone to supervise them. Furthermore, the study revealed that the majority of the participants had a favourable or positive attitude towards skills training. The study revealed that the majority of participants would like to work in urban areas mainly because of the availability of marketing opportunities, better jobs and raw materials. It also revealed that the overall majority of participants in skills training programmes come from what may be termed a 'middle class' background, in terms of parental occupation.
Since a large number of participants has a positive attitude toward skills training and interested in taking up self employment, the conclusion reached was that skills training, whose objective is to train people for self employment, to some extent, is achieving its objective. For this reason, the existing training facilities should be expanded, initial capital and incentives to work in rural areas provided, in order to reduce the rural-urban drift
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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