Transforming Teacher Practice through Action Research A Study on Teacher Cultural Competence on Story Education

Abstract

Story education requires research into teacher cultural competence. This paper reports on an action 
research inquiry meant to improve infant teachers’ practice on the teaching of story education in 
contexts of diversity. A qualitative approach was employed, where purposive sampling was used 
to select six infant teachers and three community elders as study participants. Data were collected 
through classroom observations, semi-structured interviews and stories (ngano) from indigenous 
elders. Through action research, three dimensions were identified as possible strategies for 
enhancing teacher cultural competence in story education, namely, improving on their story 
education teaching methods, collaborating with each other, and engaging elders from the 
surrounding communities. In the analysis, we described story education practices and how teachers 
changed and improved their teaching in relation to cultural competence. Based on the findings, 
story education in multicultural settings may be best presented in terms of what is called the Zunde 
model, analogous to how granaries in Zimbabwean villages accommodate the needs of all 
members of a community. Recommendations were made for infant school teachers and policy 
makers.