Subject Specialisation in Primary School: A Theoretical Review and Implications for Policy and Practice in Zambia

Abstract

The Ministry of General Education (Zambia) introduced subject specialisation at primary school. However, researchers have not yet sufficiently interrogated the concepts and modalities of subject specialisation at the primary school level to build a basis for an informed position and implementation. The paper aimed to review the literature and international practice relevant to subject specialisation at the primary school level. Interpretive techniques were applied while conducting secondary data analyses. The review established that there were different models of specialisation in education. There were also mixed experiences of subject specialisation in teaching and learning at primary school levels from the countries accessed. Nonetheless, intentional narrowed practice tended to contribute to the competent delivery of service in education. The paper, thus, welcomed differentiated types of specialisation based on school circumstances, learner grade level, staff numbers and teaching and learning facilities. Therefore, the authors proposed a study to explore the assertions and proposals.

The Role of Mentorship in Teaching Practice for Diploma in Primary Education Programme

“…Obviously, the above qualifications mean that all teachers trained at that level have an area of specialisation. As a result, the use of areas of specialisation boosts the quality of mentorship as the mentor and the mentee understand each other's point of view in teaching strategies for that specific area of specialisation and would be well prepared to deliver the content area creating a stimulating learning environment which is educationally inclusive from the tutorials at colleges of education (Petrovska, et al (2018;Ndhlovu, et al (2021). For this reason, Poland, et al's (2017) study found that area of specialisation reduces workload while allowing for content mastery and improved instruction.…”

“…As a result, the use of areas of specialisation enhances the quality of mentorship as the mentor and the mentee understand each other's point of departure in teaching strategies for that specific area of specialisation. The student teacher would be well prepared to deliver the content area thereby creating a stimulating learning environment which is educationally inclusive of the tutorials at colleges of education (Petrovska, et al, 2018;Ndhlovu, Nkhata, Chipindi, Kalinde, Kaluba, Malama, Mambwe, 2021). For this reason, Poland, Colburna and Long's (2017) study found that areas of specialisation reduce workload while allowing for content mastery and improved instruction which is preferred in the high climate of accountability of results in the USA.…”

“…For this reason, Poland, Colburna and Long's (2017) study found that areas of specialisation reduce workload while allowing for content mastery and improved instruction which is preferred in the high climate of accountability of results in the USA. Ndhlovu et al, (2021) in Zambia reveal that primary school teachers in Lusaka preferred the use of subject specialisation as it enhances the quality of teaching and learning and it gives them ample time to prepare lessons as well as leads to improved academic performance in schools practicing it. Similarly, Prasad's (2017) study concludes that using subject specialisation for Fijian Primary School teaching produces excellent results as teachers focus on their areas of strength.…”

Understanding identity salience and English as a Foreign Language teaching practices: A case study of multi‐subject generalist teachers

“…According to Jordhus‐Lier (2021), this approach represents a regressive step since it causes education to become fragmented and fails to take into account the holistic development of students. At the primary level, the implementation of subject specialization has elicited mixed feedback regarding its efficacy in facilitating teaching and learning (Ndhlovu et al, 2021).…”