Teaching Siswati poetry and pre-/in-service training experiences of teachers in selected high schools of the Hhohho region in Swaziland.
Msibi, Thembekile Nobusika.
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This study sought to describe the experiences of teachers in teaching siSwati poetry and their pre-/in-service training experiences in selected high schools of the Hhohho region in Swaziland. It responded to three research questions. Its sample was six siSwati poetry teachers selected in three high schools at the Ezulwini schools cluster. The study employed a qualitative approach under the interpretive paradigm, phenomenological design. A semi-structured interview guide and two document analysis guides were used in collecting data. Data were analyzed using content analysis. The results of the study revealed that, teaching siSwati poetry at the senior secondary level is greatly challenged. The teacher training programs were found to be lacking in capacitating and equipping teachers adequately and siSwati oral poetry is marginalized and sometimes taught haphazardly. Micro-teaching and Teaching Practice were not utilized effectively. The Formalist literary approach was found to perpetuate the fear factor and image problem for siSwati poetry. Workshops at cluster level were the most effective in capacitating and re-equipping teachers. Numerous factors were found to influence the teaching of siSwati poetry negatively. These included: inadequate training in the pre-servive program, a negative attitude towards siSwati poetry, inability to interpret and appreciate siSwati poems, archaic and complex language, the nature of the learners and time constraints. It was recommended that Teacher Education should constantly revise the content and curriculum courses. Reinforce micro-teaching and Teaching Practice requirements. Combine the Formalist approach with other reader-response approaches in appreciating siSwati poetry; adopt the constructivist classroom and advocate for the allocation of enough time for siSwati poetry lessons.