Perceptions of In-Service Teachers on Learning/Teaching of Citizenship Education: A Case Study of Chinhoyi University of Technology, Mashonaland West Province, Zimbabwe
Munikwa Simbarashe, Pedzisai Constantino

Abstract
The purpose of the study was to establish the perceptions of in-service teachers towards the learning of Citizenship Education. A case study research design was adopted for the study. A total of sixty (60) participants were involved in the study. Purposive sampling was employed to the participants. Questionnaires and an interview guide were enlisted to solicit information from the respondents. The study established that the respondents were initially skeptical about the course, hesitant to discuss politically related issues, the in-service teachers had a positive perception towards the learning of citizenship education, appreciated that such a forum enhanced their capacities to participate in national development issues and national consciousness, enhanced social and political cohesion and capacity to make informed decisions with regard to national issues. The study also established that lack of political tolerance, restrictive teaching approaches, poor internet facilities, restriction of the course to one department at the university and lack of current non-partisan literature in the library were setbacks for effective learning of Citizenship Education. The study recommends that more teachers be staff developed in citizenship education, teaching approaches be more student centred and that all undergraduate students passing through the university should study Citizenship Education.

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