An analysis of Social Studies teachers’ pedagogy in selected secondary schools in Malawi.

Abstract

The thesis analyses the pedagogic practice and choices of four Social Studies teachers in Malawi secondary schools who are teaching Form Two, which is an equivalent of Grade Ten (10). This study was qualitative, using interpretivist paradigm and Bernstein’s notions of classification and framing in analysing teacher’s pedagogic practices. The study’s findings show that Social Studies teachers had a similar pattern of pedagogic practice with minor variations depending on the instructional method used. Generally, the pedagogic practices of teachers are characterised by strong framing with regard to selection, sequencing and pacing that suggests that Social Studies teachers’ pedagogic practices gave less autonomy to learners. This confirms the general assertion that teachers are struggling to embrace the educational principles of learner-centred education. Further, it was observed that hierarchical rules had both strong and weak classifications and framings that show mixed pedagogic practices. The study shows there was also a mixed pattern, regarding the evaluation criteria. Although it is characterised by both strong and weak framings depending on what the teacher wants to achieve in a pedagogic relation, it was predominantly weak. This study also affirms the findings of Brodie et al., (2002) in which they argued that some teachers have the form of the learner-centred education with or without the substance and that teachers take up new ideas differently. It also indicated that pedagogic practices of teachers reflect what they think about the pedagogy. It is the interpretation and beliefs teachers have about pedagogic practices that influence how they teach and make choices of how and what to teach. The study also shows that the pedagogic choice is influenced by time allocated to each lesson against the instructional activities planned, syllabus coverage and lack of preparation.