Language teachers’ pedagogical content knowledge-base in a competency-based context: a case of Luganda in lower secondary schools in Uganda
Résumé
Education institutions and schools are increasingly moving towards competence-based teaching and learning. On-going transformations in education call for a shift from teacher-centered methodologies to learner-centered approaches, and this has implications on the nature of knowledge required from a teacher. The study therefore set out to investigate the Luganda teachers’ pedagogical content knowledge base in a competence-based teaching-learning context in the Lower Secondary Schools in Uganda. For a deeper analysis of the Luganda teachers’ pedagogical content knowledge-base, a multiple case study enshrined in a qualitative approach was employed to guide the study. Four teachers of Luganda were purposively selected from four schools in the Central part of Uganda. Other study participants included one school administrator per school, two officials from the Ministry of Education and Sports. Observation, interviews and document analysis were the main modes of inquiry. Results from the study revealed that collaborative pedagogues enshrined in a learner-centered approach such as group work, demonstration and project work were the most common approaches to Luganda teaching, though their usage did not depict effective learner-centeredness. Besides, teacher-centered approaches like the lecture method were also used. Teacher’s guide and learners’ book were the popular instructional resources and teachers strictly followed the curriculum during the course of teaching. Additionally, learner-centered assessment strategies such as peer assessment and self-correcting assessment were applied during the course of the lesson. Whenever assessment was utilized as a learning strategy, active learner engagement through inquiry, critical thinking and analysis would be witnessed. Assessment was no longer seen as a punitive or stressful procedure on the side of the learners but rather a process towards learning. However, teacher-centered assessment was also prevalent in some lessons. It was therefore concluded that participants were aware and employed pedagogues enshrined in the competency-based teaching, though their usage did not depict effective learner-centeredness. Failure to create an effective learner-centered environment is likely to render the competency-based approach less useful. Hence, it was recommended that improvement in Luganda teachers’ pedagogical content knowledge in competency-based teaching necessitates continuous professional development should be provided to teachers in the competency-based methodologies; choice of instructional resources; and competency-based assessment strategies.
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