Social Studies Student Teachers’ Views on the implementation of Learner-Centred Approach in Zambian Primary Schools

The study explored social studies student teachers’ views on the implementation of learner-centred teaching and learning approach in Zambian primary schools. Triangulation research design which collected both quantitative and qualitative data was used. This involved survey questionnaires which were distributed to 600 third year student teachers who were randomly sampled from 6 primary colleges of education using class registers provided by respective college registrars. Out of 600 questionnaires, 561 were returned back representing a return rate of 93.5%. Face to face interviews were also conducted with student teachers who were conveniently sampled from three colleges. The total students who participated in the interviews were 21. The interviews collected detailed qualitative narratives regarding student teachers’ experience with implementation of learner-centred approach. The findings of this study pointed to the fact that the policy emphasis on using learner-centred approach in the teaching learning process has not really taken off in Zambian Primary Schools.Most student teachers reported that the traditional teacher led classrooms still dominate and characterise classroom in primary schools. A number of challenges ranging from low literacy levels, over enrolments (high number of pupils per class), inadequate time allocated per subject lesson per day, and lack of teaching and learning materials were cited for the non-implementation of leaner-centred approaches. The teachers however expressed positive attitude towards learner-centred approach citing among other benefits promotion of learner participation, improved retention of knowledge among learners, development of problem solving skills, motivation of learners and ownership of the learning process by learners. Since the fundamental goal of teaching social studies through learner-centred approach in schools is to help students become responsible, critical, reflective, and active citizens who can make informed and reasoned decisions about the societal issues confronting the local, state, and global community respectively (Yilmaz, 2008), the study concluded that the views of primary teachers did not inspire the realisation of this goal. The study recommends school based programmes aimed at capacity building on how apply learner-centred methods in classroom situations with high numbers of pupils and low literacy levels among other deterrent factors.