In-service education and classroom practice: Geography teaching in Namibia

Abstract

After gaining independence in 1990, the Ministry of Education and Culture in Namibia introduced significant educational reforms that were to be implemented by currently serving teachers. As most of these teachers were trained according to the old paradigm of education, it became necessary to train serving teachers towards the new paradigm that puts emphasis on learner-centred rather than teacher-centred education. This training was done through in-service education programmes In this mini-thesis, I explore the impact of these in-service programmes on the classroom practice of some geography teachers in Namibia. The study also focuses on the perceptions that these teachers have about learner-centred education and how far they have gone in the implementation process. Factors that inhibit the successful implementation of learner-centred teaching and learning methods in geography classrooms are also identified and discussed? Suggestions on how to improve the present form of in-service education in Namibia are also included. The study used qualitative research methods and was conducted in the Caprivi region- It involved four geography grade l0 teachers from different schools. These teachers were selected on the basis that they had learned about learner-centred education through in-service programmes provided by advisory teachers. The results of the study indicate that these geography teachers have a clear understanding of what learner-centred education implies. They have an idea of what they should be doing differently in a learner-centred classroom as opposed to teacher-centred education- The results also indicate that the teachers have not implemented learner-centred teaching methods in their classrooms. various factors are identified as negatively influencing the implementation of learner-centred education in schools, including overcrowded classrooms, Iack of support from principals and in-service providers and lack of resources. ln order to improve on in-service education in its current form, it is recommended that teachers should be involved in the planning and implemenration phases of in service education programmes- workshops should be followed up with training and support from the in-service providers. Enough resources in the form of appropriate textbooks that promote active participation in classrooms should be supplied to schools.