Research in education suggests that pedagogy is crucial for both improving and achieving the desired learning outcomes. This means that the success of a learning programme involves the appropriate selection and application of pedagogical approaches, methods and strategies. However, the literature on adult literacy-learning has neglected research on pedagogy in general. Many studies have focused on the pedagogy for children’s literacy -learning, thereby leaving knowledge gaps on pedagogy for adult literacy-learning. Therefore, the purpose of this study was to use the Literacy as Social Practice (LSP) and adult learning as Experiential Learning (EL) theories to explore and understand the pedagogical practices in non-formal adult literacy classes. This study was conducted in the Katete District of Zambia and sought to answer two research questions, which were: How are pedagogical practices used in non-formal adult literacy classes? Why are these pedagogical practices used? The two research sites included the following adult literacy-learning providers: the government Department of Community Development and an NGO called Tikondane. The research participants included the adult literacy-learning centre managers, the adult literacy-learning facilitators and the adult learners. All these participants were selected purposively and their participation was voluntary. Data were collected qualitatively through face-to-face interviews, focus group discussions, classroom observations and documents. The conclusion of this study is that the pedagogical practices in non-formal adult literacy classes in the Katete District are based on two major practices. The first practice is the participants’ conceptualisation of adult literacy which is influenced by their perception of the adult learner. The second practice is the use of pedagogical approaches, methods and strategies in adult literacy classes. The study revealed that adult literacy was narrowly conceptualised as the acquisition of reading and writing skills for the purpose of eliminating illiteracy and ignorance among the adult learners. This was influenced by the manner in which facilitators perceived the adult learner, whom they narrowly and discriminatively viewed as an illiterate and ignorant person. In terms of pedagogy, the study found that learner-centred pedagogical practices have not fully permeated the practice of adult literacy-learning in the Katete District. The teacher-centred manner in which expository and evaluatory pedagogical methods and strategies were used was inappropriate for meeting the learning goals of the adult learners. This was an indication of the facilitators’ lack of both Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) in adult literacy-learning pedagogy. The facilitators admitted to this gap in their pedagogical knowledge. This lack of knowledge implied that the untrained facilitators were assigned pedagogical tasks that they could not cope with. Therefore, it is recommended in this study that professional development should be…

中文翻译：

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赞比亚非正规成人扫盲班的教学实践

教育研究表明，教学法对于改善和实现预期的学习成果至关重要。This means that the success of a learning programme involves the appropriate selection and application of pedagogical approaches, methods and strategies. 然而，关于成人识字学习的文献普遍忽视了对教育学的研究。许多研究侧重于儿童识字学习的教学法，从而在成人识字学习的教学法上留下了知识空白。因此，本研究的目的是利用识字作为社会实践（LSP）和成人学习作为体验式学习（EL）理论来探索和理解非正规成人识字班的教学实践。这项研究是在赞比亚凯特特区进行的，旨在回答两个研究问题，它们是：如何在非正规成人识字班中使用教学方法？为什么要使用这些教学实践？这两个研究站点包括以下成人扫盲学习提供者：政府社区发展部和一个名为 Tikondane 的非政府组织。研究参与者包括成人识字学习中心经理、成人识字学习辅导员和成人学习者。所有这些参与者都是有目的地选择的，他们的参与是自愿的。数据是通过面对面访谈、焦点小组讨论、课堂观察和文件定性收集的。本研究的结论是，Katete 区非正规成人扫盲班的教学实践基于两个主要实践。第一个实践是参与者对成人识字的概念化，这受到他们对成人学习者的看法的影响。第二种做法是在成人识字班中使用教学方法、方法和策略。研究表明，成人识字被狭义地定义为为了消除成人学习者的文盲和无知而获得的阅读和写作技能。这受到辅导员看待成人学习者的方式​​的影响，他们狭隘且有区别地将其视为文盲和无知的人。在教学法方面，研究发现以学习者为中心的教学法尚未完全渗透到凯特特区的成人识字学习实践中。使用说明性和评价性教学方法和策略的以教师为中心的方式不适合满足成人学习者的学习目标。这表明辅导员在成人识字学习教学法中缺乏内容知识 (CK) 和教学内容知识 (PCK)。辅导员承认他们的教学知识存在这种差距。缺乏知识意味着未受过培训的辅导员被分配了他们无法应对的教学任务。因此，本研究建议职业发展应... 这表明辅导员在成人识字学习教学法中缺乏内容知识 (CK) 和教学内容知识 (PCK)。辅导员承认他们的教学知识存在这种差距。缺乏知识意味着未受过培训的辅导员被分配了他们无法应对的教学任务。因此，本研究建议职业发展应... 这表明辅导员在成人识字学习教学法中缺乏内容知识 (CK) 和教学内容知识 (PCK)。辅导员承认他们的教学知识存在这种差距。缺乏知识意味着未受过培训的辅导员被分配了他们无法应对的教学任务。因此，本研究建议职业发展应...