Nakazwe, Matilda Kanyampa (2011) Effectiveness of UNZA Trained Degree Holder Geography Teachers in Executing the Field Project in Zambian High Schools of Lusaka and Kafue Districts. Masters thesis, University of Zambia.
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Abstract
It has always been assumed that a person of higher qualificat executes duties better than one with a lower qualification. The truth of this assumption remains a matter of debate. The training of geography teachers in teaching field project was first done at the University of Zambia under the Department of Language and Social Sci education (LSSE).The course was introduced at UNZA in collaboration with the needs of the Ministry of Education and Curriculum Development Centre. According to a study conducted by Mundende (2007), one of the challenges faced in the then newly introduced geography field project was that a nu ber of geography teachers teaching it were not trained to offer it. However, the study did n differentiate the work done by trained degree holder geography teachers and the untrained diploma holder geography teachers in their execution of the field project. The study merely pointed out that some teachers weren’t trained in field project but did not mention as to whether those trained in fieldwork were better at executing the field project or not. With the above background, the purpose of this study was to evaluate the effectiveness of degree holder geography teachers trained in field project in high schools of Lusaka and Kafue districts. The study investigated views, beliefs and challenges experienced by trained geography degree holder teachers, untrained diploma holder geography teachers and grade twelve geography pupils. It also sought the views of the lecturers training students in field project. The study was largely qualitative and descriptive, and the use of research questions unlike the use of hypotheses was employed. The research questions posed were: (a) what is expected of degree holder geography teachers trained to teach the field project? (b) How are geography degree holder teachers trained to implement field project in high schools? (c) What are pupils’ views on the effectiveness of degree holder geography teachers trained in field project? The research aimed at establishing whether degree holder geography teachers trained in field project were fully equipped to enhance the smooth teaching of the field project in Zambian high schools or not. The study also aimed at establishing whether the initial training of student geography teachers in field project had any gaps or not. This was in order to equip relevant stakeholders with necessary solutions to each of these aims. The specific objectives of this study were: (a) to find out what was expected of degree holder geography teachers regarding the field project. (b) To evaluate actual ieldwork activities undertaken by degree holder geography teachers trained in field project at high school. (c) Evaluate pupils’ views on the effectiveness of degree teachers trained in field project in handling the field project. Amongst the main findings were that the majority (58.1 percent) of the geography degree holder teachers trained in fieldwork did not take pupils for ld experiences. The majority of the degree holder teachers also introduced their pupils to fieldwork in grades 11 and and not the required grade 10. Degree holder teachers did not accompany their pupils for data collection all the times. Lack of administrative support was the biggest reason most teachers did not manage to execute fieldwork effectively. The majority (51.6 percent) of the degree holder teachers alsoconsidered the training offered in fieldwork at the Un rsity of Zambia to have been inadequate because the period for the training was too short. The problems encountered in fieldwork by pupils taught by trained degree holder teachers and those taught by teachers not trained in fieldwork (diploma holder teachers) slightly differ in certain instances while some of their experiences are similar. It is recommended that in order to offer adequate training in field work, the University of Zambia should offer the field work course in two semesters. This will enable geography student teachers to have adequate time for field work experiences. The inistry of Education should also embark on training school administrators so that they can better understand the significance of fieldwork in the geography curriculum so that they can help geography teachers execute the field project better.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | G Geography. Anthropology. Recreation > G Geography (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | Africana |
| Depositing User: | Geoffrey Obatsa |
| Date Deposited: | 04 Dec 2018 08:09 |
| Last Modified: | 04 Dec 2018 08:09 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/8776 |
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