Civics Teachers’ Choice of Teaching Methods in Kinondoni Municipal Secondary Schools, Tanzania

Abstract

Any choice made about pedagogy or teaching methods for Civics will have a reflective impact on the students’ learning. This study sought to find out what influence Civics teachers’ (CTs’) choice of pedagogical strategies or teaching methods. This is important because it contributed to understanding of factors that influenced their choices and whether they reflect participatory pedagogy inherent in the Civics syllabus for Secondary Schools. The study employed the qualitative research approach, a single case study. The data were analysed using a content analysis framework described by Miles and Hurberman (1994), that is, data reduction, data display, and drawing and verifying conclusions. The findings indicate that CTs’ choices of teaching methods were influenced by classroom-based participative-active pedagogies. Such pedagogies include, the Civics syllabus, CTs’ mastery or knowledge of teaching methods, expertise in Civics, students’ developmental ability or ability to speak the English language and availability of library or teaching and learning materials. However, the Civics syllabus was dominant factor that influenced CTs’ choice of teaching methods. The implication is that participatory pedagogy inherent in the Civics syllabus largely influence CTs’ choices of teaching methods.

Keywords: Choice, Civics teachers, Civics syllabus, teaching methods

DOI: 10.7176/JEP/14-11-01

Publication date: April 30^th 2023