Exploring Literacy Pedagogy in Kikaonde in Selected Grade One Classrooms in Solwezi District, Zambia

Abstract

Background:The primary literacy programme, a Zambian literacy programme, has been implemented in Solwezi, using Kikaonde as a medium of instruction for the past 10 years, yet literacy levels remain low.
Objectives: The objectives of the research were to investigate pedagogical knowledge that teachers possess when teaching literacy and understand the factors that influenced their selection of the teaching methods.
Method:The study used a case study design, employed the constructivism theory of learning and interpretivism paradigm, with a sample of 15 teachers from six schools.
Results:The results revealed that teachers possessed knowledge of several methodologies yet frequently failed to engage learners in active engagement. Their selection of techniques was anchored on their conviction in their efficacy and instruction received during continuous professional development meeting. The study suggests employing diverse teaching approaches (eclecticism) and discusses implications.