Student teachers’ perceptions of teaching listening and responding during COVID-19: A case of Junior Primary Oshindonga and Oshikwanyama languages at a selected campus of the University of Namibia

Abstract

Teaching strategies for listening and responding skills online can be difficult for teachers, student teachers, and learners, as each is expected to contribute in a practical and relevant way. The purpose of this study was to explore Junior Primary (JP) student teachers’ perceptions of teaching listening and responding through online or blended mode during COVID-19 pandemic. This was a qualitative case study which utilized the focus group interview and document analysis (students’ assignments). The data were gathered from the Bachelor of Education (Honours) second, third and fourth year Junior Primary student teachers at one of the University of Namibia campuses. The results revealed that teaching online was doable but there were several challenges which needed attention such as teachers’, learners’ and parents’ ICT skills, availability of internet infrastructures, access to compatible gadgets, insufficient funds to data loading, unmanageable number of learners per teacher (teacher-learner ratio) and many more. In addition, some participants were pleased with the teaching and learning activities during COVID-19 lockdown, such as the videos, audios, and others that might be used repeatedly depending on the needs of the learners. The study recommended that computer literacy subject should be made mandatory in schools from Junior Primary phase to Secondary phase. In order to promote the integration of technology into teaching and learning, the Ministry of Education should make sure that all institutions of higher education and the teachers in the system receive training on how to use different technological tools to teach listening and responding.