Embracing the new normal: Geography teachers’ preparedness and the use of e-learning methodologies
Misheck Mhishi 1 * , Vimbai Marcia Chimbwanda 2, Isaac Gwizangwe 1
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1 Bindura University of Science Education, Bindura, ZIMBABWE2 Kutama Day Secondary School, Murombedzi, ZIMBABWE* Corresponding Author

Abstract

Unprecedented COVID-19 lockdowns forced schools to close and to adopt online teaching and learning methodologies. In Zimbabwe, underprivileged schools were the worst affected by this directive. This qualitative study, carried out in one cluster of rural secondary schools explored the preparedness of geography teachers to adopt e-learning strategies. Data were collected through interviews and questionnaires. Findings indicate that teachers at day schools were not well prepared to adopt e-learning strategies while their counterparts at boarding schools were better prepared. Teachers stuck to their traditional classroom roles and failed to adopt additional online roles resulting in feelings of boredom due to lack of social interaction with students. A lack of teacher training and support and inadequacies in infrastructural facilities were the major impediments militating against teacher preparedness. WhatsApp emerged as the most popular application used to communicate with students. It is recommended that stakeholder support be mobilized towards teacher capacitation.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, 2023, Volume 8, Issue 1, Article No: em0147

https://doi.org/10.29333/pr/12665

Publication date: 01 Jan 2023

Online publication date: 23 Nov 2022

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Article Downloads: 27

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