Primary School Teachers’ Engagement in Reflection-On-Action during Lesson Preparation and Planning in Lukulu and Mongu Districts of Western Province in Zambia
- July 19, 2019
- Posted by: RSIS
- Category: Education
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue VI, June 2019 | ISSN 2454–6186
Mundia Likando (PhD)
Senior Lecturer, Education and Professional Studies, Mongu Catholic College of Education, Zambia
Abstract:-The purpose of this qualitative research was to explore primary school teachers’ engagement in reflection-on-action during lesson preparation and planning in Lukulu and Mongu districts in Western province in Zambia. The research instruments used in this research included classroom observations, focus group discussion, document analysis and semi-structured interviews. Data was analysed using the inductive approach using constant comparative data analysis as proposed by Maykut and Morehouse (1994). The study revealed that there was no evidence that primary school teachers in Lukulu and Mongu districts of Western province in Zambia engaged in reflection-on-action during lesson preparation and planning.
Keywords: Lukulu, Mongu, reflection-on-action, primary school teachers, lesson preparation.
I. INTRODUCTION
In today’s world researchers and educationalists (e.g Collins, Muinat & AbduRaheem, 2015; Akiri & Ugborugbo, 2009; Akbari & Allavar, 2010) have reaffirmed the notion that primary school teachers are among the most significant and influential assets in the educational system and that they greatly determine the quality of education that is being provided to the society. This is so because primary school teachers are regarded to be the torch-bearers of the human race on whom the future of the schools, communities, countries and mankind deeply depends (Sidhu, 2005). Sidhu (2005) further observed that the reputation of any educational system in the world and its influence on the community greatly depends on the kind of teachers found in it. This implies that the quality and effectiveness of the education system is clearly determined by the quality of teachers found in that educational system (Ministry of Education, 1996).
