This study investigated how Basic Education Teaching Diploma (BETD) graduate teachers
applied teaching methods of reading that they were taught at college in their teaching of
reading in schools. Using a qualitative case study approach, a non-probability convenience
sampling method was employed to select 19 teachers from 5 primary schools in Rundu
Circuit, Kavango Region of Namibia. To find out how the selected teachers used the teaching
methods they were taught at college. Data were collected from them through face-to-face
semi-structured interviews and focus group discussions. Results of the study revealed that the
majority of the respondents did not use the methods to teaching reading that they were taught
at the College. In fact about 21% of the respondents did not recall the teaching methods
taught to them at college. Instead, the majority of them used methods to teaching reading that
were ad hoc and unsupported by literature. In teaching reading most of the respondents faced
challenges in the form of lack of resources, overcrowded classes and the interference of
learning English as a subject with learning how to read and write in the mother tongue. In
addition to discussing these and other results of the study it is strongly recommended that the
application of appropriate methods of teaching reading in Lower Primary schools in the
Kavango region in particular and in Namibia in general should be monitored and evaluated
through tailor-made continuous professional development seminars and workshops.