Exploration of the Pedagogy of Civic Education in Social Studies Lessons to Support Learner Transformation in Selected Schools in Masaiti district: A Hermeneutic Phenomenological Approach

The paper examines how the teaching of Civic Education in Social Studies lessons is conducted to support learner transformation. The study was qualitative in nature, driven by a hermeneutic phenomenological design. Twelve (12) participants from selected schools and the Ministry of Education District Education Board Secretary’s office were sampled through homogenous purposive sampling. Data generation for the study was through semi-structured interviews, semi-structured questionnaires, observation schedules and document analysis. What emerged from the study was that teacher-centred mode of delivery was mostly used by teachers of Civic Education during classroom delivery as compared to use of learner-centred activities. Further, it was discovered that there were very few teachers who were trained in Civic Education. Hence, most of the teachers who taught Civic Education component in Social Studies lessons were trained in other subjects such as History, Geography, Business Studies, Psychology, Religious Education and Special Education among others. Therefore, these teachers taught the component on secondment basis due to the shortage of qualified teachers of Civic Education in schools. In this regard, the study revealed that these teachers had limitations in pedagogical knowledge. Therefore, the study recommended among others that teachers of Civic Education should employ 21stcentury teaching approaches (learner-centred activities) during their delivery. In addition, the Ministry of Education should employ more qualified teachers of Civic Education in schools. Further, it was recommended that the Ministry of Education and the Curriculum Development Centre through the District Education Board Secretary officials and school authorities should enhance Continuous Professional Development programmes (CPDs) in schools.