An Assessment of Pedagogical Content Knowledge of Grade 1 Teachers in Lusaka, Zambia

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@article{1704934,
      author = {Yonah Silungwe  , Bestern Kaani},
      title = {An Assessment of Pedagogical Content Knowledge of Grade 1 Teachers in Lusaka, Zambia},
      journal = {Iconic Research And Engineering Journals},
      year = {2023},
      volume = {7},
      number = {2},
      pages = {134-143},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1704934.pdf},
      abstract = {The purpose of this study was to evaluate Grade 1 reading teachers? knowledge of language constructs for literacy instruction in public primary schools in Lusaka District, Zambia. A sample of 90 Grade 1 teachers of reading drawn from 26 public primary schools was administered with a basic language construct tool to elicit their knowledge of language constructs. The findings revealed that the participants? knowledge of basic language constructs was generally lacking in areas key to reading instruction at first grade. Furthermore, the study revealed that there is no statistically significant relationship between teachers? self-efficacy and their actual performance on tests of language constructs. Based on the findings, it was recommended that teacher education programmes should focus on ensuring that trainee teachers acquire the appropriate skills to improve their classroom teaching by refining the quality of both the curriculum and how it is delivered at college and university levels. Otherwise, poorly equipped teacher trainers cannot be expected to produce good enough literacy classroom teachers, hence the low reading acuity of children in the country.},
      keywords = {Basic Language Constructs, Reading, Zambia, Teacher Education},
      month = {August},
  }