Geography Teachers’ Perspectives on Research Engagement in Selected Secondary Schools in Serenje District of Central Province of Zambia
- August 27, 2021
- Posted by: rsispostadmin
- Categories: Education, IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue VIII, August 2021 | ISSN 2454–6186
Lako Patricia and Kaiko Mubita
Department of Language and Social Sciences Education, University of Zambia
Abstract
The purpose of this study was to establish the views that Geography teachers in selected secondary schools in Serenje district had regarding the importance of teacher research engagement. Interviews were conducted with 14 Geography teachers and two heads of social sciences departments. Purposeful sampling was used to select participants. Two focus group discussions were also conducted with teachers of Geography. The focus was on whether or not teachers of Geography in selected secondary schools in Serenje district viewed research engagement to be important and whether or not they could welcome the integration of teaching and research. Data was analysed thematically. Findings showed that teachers viewed research engagement to be very important for a teacher of Geography. They had a positive view about teaching and research integration.
Key Words: Mandatory, Engagement in Research, Engagement with Research
1.Introduction
Ministry of Education (MOE) wishes to attain innovative and productive lifelong education and training for all by 2030 (Vision 2030). MOE (1996) also recognizes that quality education depended heavily on teacher competence, innovativeness and resourcefulness. The Educational reforms of 1977 state that, “Good teaching demands the teacher to possess correct attitude and adequate knowledge of the subjects he teaches, keep abreast with developments in those subjects and in the objectives and methods of teaching” (MOE, 1977:61). The teacher’s job is to impart relevant knowledge, attitudes, values and skills (Lako and Mubita, 2021). Researching helps teachers to become competent in that it builds and rebuild skills as well as improve cognitive abilities, critical and logical thinking which teachers can transmit to their learners (Elton, 2008; Khan, 2017). The policy document ‘Educating Our Future’ explains that research engagement is in line with the idea of lifelong learning for teachers and that institutions of learning from preschool up to university should be places where research take place so as to have quality education (MOE,1996). Teachers of Geography, therefore, should be research engaged especially that they
