This study focused on the teaching of Civic Education in Zambia. Specifically, the study examined pedagogical practices in relation to the teaching of Civic Education in schools. It is argued in this study that following right pedagogical practices in the teaching of Civic Education can lead to social change and transformation of society. As such, the purpose of the study was to ascertain therefore the extent to which Civic Education was enhancing or impeding social change and transformation in society. In order to realize the objectives of the study, an exploratory research design was used. The study found out that Civic Education in schools was not modelled on practices that can lead to social change and transformation of society; service learning approaches were rarely promoted in Civic Education lessons; teaching approaches in colleges and the university with respect to Civic Education are greatly lacking; teaching and learning materials in Civic Education were not readily available in schools; teachers of Civic Education were not grounded in the key theoretical and pedagogical perspectives underpinning Civic Education. The study therefore concludes that with correct pedagogical practices and approaches Civic Education can lead to social change and transformation of society. / Educational Foundations / D. Ed. (Socio-Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/19981 |
| Date | 08 1900 |
| Creators | Muleya, Gistered |
| Contributors | Pitsoe, Victor J. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xv, 340 leaves) : illustrations |
Page generated in 0.0204 seconds