PEDAGOGICAL KNOWLEDGE OF RELIGIOUS EDUCATION TEACHERS IN BOTSWANA JUNIOR SRCONDARY SCHOOLS

Religious Education teacher trainees just like other teachers are expected to possess some knowledge that is linked to their classroom teaching upon completion of their teacher training. The teaching and learning of Religious Education is aimed at putting students at the center by taking into consideration the differences.This qualitative study sought to investigate the content and pedagogical knowledge of Religious Education (RE) teachers in Botswana junior secondary schools in relation to teaching diverse learners in terms of their academic ability, religious and socio-economic background. Interviews were used to collect data from two participants in a junior secondary school who were purposively sampled. The study revealed that teachers are aware of the content they need to possess and pedagogies they are expected to use in teaching a multi-faith Religious Education curriculum. The study concludes that the major problem is teachers’ failure to broaden their scope about the subject in terms of the approaches they use and shortage of teaching and learning resources.