1.0
PREAMBLE
This module is designed to equip practising teachers of Economics with a sound command of theoretical insights and practical skills specific to the teaching of the discipline in the Zimbabwean educational system. With the advent of more contemporary theories on teaching and learning, it is imperative that teachers review the effectiveness of their own teaching in the light of the new knowledge base, its origins and process of development.
2.0
MODULE AIMS
2.1 To orientate students to the global changes occurring in educational theory and practice
2.2.1
To develop in students a deeper understanding of the inter-relatedness between educational theory and practice.
2.3 To facilitate the interpretation and application of teaching theory to the pedagogy of Economics.
3.0
OBJECTIVES OF THE MODULE
By the end of the module, students should be able to:
3.1 apply knowledge of theories of teaching in the development of personal practical theories of teaching;
3.2
facilitate critical and creative thinking in their own students.
3.3
make and implement informed decisions in the teaching of Economics.
3.4
use acquired knowledge to devise effective pedagogical strategies;
3.5
acquire pedagogical content knowledge specific to the teaching of Economics.
4.0
CONTENT
4.1 THE ECONOMICS CURRICULLUM
4.1.1 Aims of economics education
4.1.2
The methodology of Economics.
4.1.3
History of Economic thought
4.1.4
Economics education in the Zimbabwean Curriculum
4.2
PRACTICAL THEORIES OF TEACHING

4.2.1
The meaning of practical knowledge of teaching.
4.2.2
Practical theories of teaching Economics.
4.2.3
Pedagogical content knowledge in Economics.
4.3
INSTRUCTIONAL MODELS
4.3.1
The Traditional Approach
4.3.2
Constructivism
4.4
TEACHING METHODS IN ECONOMICS
4.4.1
The Lecture Method
4.4.2
Simulation and gaming
4.4.3
Field Trips
4.4.4
Group discussions
4.4.5
Question and answer method
4.4.6
Case Study
4.5
USE OF INSTRUCTIONAL MEDIA IN ECONOMICS
4.5.1
Effective use of teaching media.
4.5.2
Information and Communication Technology.
4.6
EVALUATION AND ASSESSMENT IN ECONOMICS EDUCATION
4.6.1
Test construction in Economics.
4.6.2
Assessment techniques in Economics
5.0
METODOLOGY
5.1 lectures
5.2
Seminar presentations
5.3
Group Discussions
6.0
ASSESSMENT
6.1 Assessment shall be by coursework and a written examination.
6.2
Coursework shall constitute 40% of final assessment.
6.3
A written examination shall constitute 60% of final assessment.
6.4
To pass a candidate must score an overall of at least 50%, coursework and examination combined.
7.0
RECOMMENDED REFERENCES
Clark.H, Klein, Land Barks.B.J (1972)
The “American Secondary School
Curriculum’, 2 nd Edition, New York,
Macmillan.
Connelly.F.M. and C. Landinin 1).1(1988) “Understanding your Personal practical
Knowledge” Teachers as Curriculum
Planners, New York, Teachers College
Press.

Gronuland, N.E
Joyce B,Weil M . and Showers B.
Romiszowski, A.J.
(1981)
(1992)
(1984)
Measurement and Evaluation in Teaching,
4 th Edition, New York, Macmillan.
Models of Teaching, 4 th
Edition, Boston,
Allyn and Bacon.
Producing Instructional Systems, London,
Kogan Page.