Exploring Civic Education as A Catalyst to Learner Transformation in Zambian Schools: A Glance on the Developed Civic Education Pedagogical Content Knowledge (CEPCK) Model

Setwin Mutau Mufalo
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Setwin Mutau Mufalo: Mishikishi Secondary School, Masaiti, Zambia

International Journal of Research and Scientific Innovation, 2021, vol. 8, issue 7, 89-95

Abstract: The main objective of this paper is to explore how Civic Education acts as a catalyst to learner transformation. The paper is structured in categories such as pedagogical content knowledge (PCK) model, and Civic Education pedagogical content knowledge (CEPCK) model among others. The author contends that in order for effective teaching and learner transformation to occur, teachers of Civic Education at both junior secondary school and senior secondary school should be knowledgeable with the learning outcomes which are specified in the school syllabi. In addition, Civic Education teachers should be equipped with relevant knowledge domains as outlined in the developed Civic Education pedagogical content knowledge model. Therefore, the developed Civic Education pedagogical content knowledge model may help different teaching/learning institutions in Zambia and beyond because it is a tool which can be used by administrators in various teaching and learning institutions to evaluate the competence levels of members of staff. In addition, the model may help teachers of Civic Education to deliver the subject effectively and impart learners with integrated knowledge, skills, values, dispositions and attitudes which may enable them not only to actively participate in community activities but also to be creative, live in harmony with others and be able to understand the contemporary society in which they live. It is therefore recommended that teachers of Civic Education in schools across the country should possess a variety of teacher knowledge as outlined in the developed Civic Education pedagogical content knowledge model (CEPCK) model in order to enhance not only effective delivery but also academic performance and learner transformation. In addition, the Ministry of General Education (MoGE), parents, teachers, administrators and other stakeholders should collaborate and come up with other strategies which can be used to enhance subject delivery and learners transformation. Also, universities, colleges of education and other various teacher training institutions in Zambia should adopt and include the developed Civic Education pedagogical content knowledge model in their curricular in order to equip Civic Education trainee teachers with knowledge domains as outlined in the developed model. Lastly, the researcher also recommends that the Ministry of General Education, the Curriculum Development Centre (CDC), Provincial Education Officers (PEOs) and District Education Board Secretaries (DEBS) and school administrators should ensure that schools adopt the use of the developed Civic Education pedagogical content knowledge model as well as encouraging them to incorporate it during their Continuous Professional Development (CPD) activities.

Date: 2021
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