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I Moses - One of the best experts on this subject based on the ideXlab platform.
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Implementation of Competency Based Teaching in Morogoro Teachers’ Training College, Tanzania
Makerere Journal of Higher Education, 2013Co-Authors: Ac Kafyulilo, Ib Rugambuka, I MosesAbstract:The purpose of this study was to investigate the implementation of Competency Based Teaching approaches in education in Morogoro Teachers’ Training College Tanzania. A total of 78 pre-service teachers from Morogoro Teachers’ Training College participated in the study. To draw an understanding of the extent to which pre-service teachers were well trained to implement Competency Based Teaching approaches in their Teaching, a questionnaire was administered to all 78 pre-service teachers, and 46 of them also participated in a structured interview. Results revealed that pre-service teachers perceived their understanding and ability to implement Competency Based Teaching approaches as high, but during interviews it was revealed that they had difficulties in explaining some Competency Based concepts. Thus, it is concluded that, Competency Based Teaching approaches are not well implemented in schools in Tanzania and more efforts need to be devoted in the development of tutors’ and principals’ understanding of Competency Based Teaching approaches. Keywords : Competency Based approaches; Teacher training; Pedagogy
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The implementation of Competency Based Teaching approaches in Tanzania: The case of pre-service teachers at Morogoro teacher training college
2012Co-Authors: Ac Kafyulilo, I Moses, Ib RugambukaAbstract:The purpose of this study was to investigate the implementation of Competency Based Teaching approaches in education in Tanzania. A total of 78 pre-service teachers from Morogoro teachers’ training college participated in the study. To draw an understanding of the extent to which pre-service teachers were well trained to implement Competency Based Teaching approaches in their Teaching, a questionnaire was administered to all 78 pre-service teachers, and 46 of them participated also in a structured interview. Results revealed that pre-service teachers perceived their understanding and ability to implement Competency Based Teaching approaches were high, but during interviews it was revealed that they had difficulties in explaining some Competency Based concepts. Thus, it is concluded that, Competency Based Teaching approaches are not well implemented in schools in Tanzania and more efforts need to be devoted in the development of tutors’ and principals’ understanding of Competency Based Teaching approaches.
Ib Rugambuka - One of the best experts on this subject based on the ideXlab platform.
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Implementation of Competency Based Teaching in Morogoro Teachers’ Training College, Tanzania
Makerere Journal of Higher Education, 2013Co-Authors: Ac Kafyulilo, Ib Rugambuka, I MosesAbstract:The purpose of this study was to investigate the implementation of Competency Based Teaching approaches in education in Morogoro Teachers’ Training College Tanzania. A total of 78 pre-service teachers from Morogoro Teachers’ Training College participated in the study. To draw an understanding of the extent to which pre-service teachers were well trained to implement Competency Based Teaching approaches in their Teaching, a questionnaire was administered to all 78 pre-service teachers, and 46 of them also participated in a structured interview. Results revealed that pre-service teachers perceived their understanding and ability to implement Competency Based Teaching approaches as high, but during interviews it was revealed that they had difficulties in explaining some Competency Based concepts. Thus, it is concluded that, Competency Based Teaching approaches are not well implemented in schools in Tanzania and more efforts need to be devoted in the development of tutors’ and principals’ understanding of Competency Based Teaching approaches. Keywords : Competency Based approaches; Teacher training; Pedagogy
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The implementation of Competency Based Teaching approaches in Tanzania: The case of pre-service teachers at Morogoro teacher training college
2012Co-Authors: Ac Kafyulilo, I Moses, Ib RugambukaAbstract:The purpose of this study was to investigate the implementation of Competency Based Teaching approaches in education in Tanzania. A total of 78 pre-service teachers from Morogoro teachers’ training college participated in the study. To draw an understanding of the extent to which pre-service teachers were well trained to implement Competency Based Teaching approaches in their Teaching, a questionnaire was administered to all 78 pre-service teachers, and 46 of them participated also in a structured interview. Results revealed that pre-service teachers perceived their understanding and ability to implement Competency Based Teaching approaches were high, but during interviews it was revealed that they had difficulties in explaining some Competency Based concepts. Thus, it is concluded that, Competency Based Teaching approaches are not well implemented in schools in Tanzania and more efforts need to be devoted in the development of tutors’ and principals’ understanding of Competency Based Teaching approaches.
Ingrid Philibert - One of the best experts on this subject based on the ideXlab platform.
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Review article: Closing the research gap at the interface of learning and clinical practice
Canadian Journal of Anesthesia Journal canadien d'anesthésie, 2012Co-Authors: Ingrid PhilibertAbstract:Objectif Le dialogue à l’interface de la formation et de la pratique clinique met en lumière des domaines ayant une importance fondamentale pour le développement de nouvelles approches pour la formation clinique en anesthésiologie. L’objectif de cet article est d’examiner la littérature sur l’éducation et l’acquisition des compétences dans trois domaines pertinents pour l’interface entre apprentissage et la pratique clinique dans le but de suggérer un programme de recherche qui viendra enrichir les données probantes quant à la formation du médecin pour l’acquisition de compétences pour un exercice indépendant. Les trois domaines à examiner sont les suivants: 1) les transitions dans la poursuite de la formation; 2) l’effet de la réduction des heures de formation clinique sur la compétence; et 3) les efforts faits pour incorporer les compétences et les rôles CanMEDS dans l’enseignement et l’évaluation. Constatations principales Cinquante-six articles pertinents pour un ou plusieurs de ces thèmes ont été identifiés dans cette synthèse, y compris 21 études sur les transitions (sur, pendant et après la formation postgraduée), 19 études sur les effets de la limitation des heures de service sur l’acquisition des compétences par les résidents et 16 articles ayant évalué l’enseignement et l’évaluation basés sur les compétences en anesthésiologie. Globalement, les résultats ont suggéré une relative insuffisance de données probantes ainsi que le besoin de recherches et de l’élaboration d’une nouvelle théorie scientifique. Les études ont généralement abordé les thèmes de façon isolée alors qu’en réalité, ces thèmes interagissent pour produire des situations d’apprentissage optimales, mais aussi sous optimales, tandis que la recherche sur la formation des médecins est souvent limitée à de petits échantillons avec un suivi de courte durée et une validité susceptible d’être remise en cause. Ceci suggère l’existence d’un « déficit en recherche » dans lequel se sont égarés les éditoriaux et commentaires en l’absence de données solides concernant l’éducation des médecins. Les domaines prometteurs pour la recherche incluent la préparation aux soins jugés importants par la société, le travail pour mettre en application les connaissances sur le développement de l’expertise dans d’autres disciplines que la médecine et les moyens d’incorporer plus efficacement les compétences d’enseignement et d’évaluation. Conclusion Le comblement de ce décalage en recherche en matière d’éducation médicale nécessitera une orientation claire pour un travail futur. Le point de départ, dans un établissement ou sur le plan national, est le dialogue au sein de la spécialité afin de parvenir à un consensus sur les questions les plus pressantes. Purpose The dialogue at the interface of education and clinical practice highlights areas of critical importance to the development of new approaches for educating anesthesiologists. The purpose of this article is to examine the literature on education and acquisition of competence in three areas relevant to the interface of learning and clinical practice, with the aim to suggest a research agenda that adds to the evidence on preparing physicians for independent practice. The three areas are: 1) transitions across the continuum of education; 2) the effect of reductions in hours of clinical training on competence; and 3) efforts to incorporate the competencies and CanMEDS roles into Teaching and evaluation. Principal findings Fifty-six articles relevant to one or more of the themes were identified in the review, including 21 studies of transitions (in, during, and after residency education), 19 studies on the effects of duty hour limits on residents’ acquisition of competence, and 16 articles that assessed Competency-Based Teaching and assessment in anesthesiology. Overall, the findings suggested a relative paucity of scientific evidence and a need for research and the development of new scientific theory. Studies generally treated one of the themes in isolation, while in actuality they interact to produce optimal as well as suboptimal learning situations, while medical education research often is limited by small samples, brief follow-up, and threats to validity. This suggests a “research gap” where editorials and commentaries have moved ahead of an evidence base for education. Promising areas for research include preparation for care deemed important by society, work to apply knowledge about the development of expertise in other disciplines to medicine, and ways to embed the competencies in Teaching and evaluation more effectively. Conclusion Closing the research gap in medical education will require clear direction for future work. The starting point, at an institution or nationally, is dialogue within the specialty to achieve consensus on some of the most pressing questions.
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Review article: Closing the research gap at the interface of learning and clinical practice Article de synthese: Combler le deficit en recherche al'interface entre apprentissage et pratique clinique
2012Co-Authors: Ingrid PhilibertAbstract:Purpose The dialogue at the interface of education and clinical practice highlights areas of critical importance to the development of new approaches for educating anesthesiologists. The purpose of this article is to examine the literature on education and acquisition of competence in three areas relevant to the interface of learning and clinical practice, with the aim to suggest a research agenda that adds to the evidence on preparing physicians for independent practice. The three areas are: 1) transitions across the continuum of education; 2) the effect of reductions in hours of clinical training on competence; and 3) efforts to incorporate the competencies and CanMEDS roles into Teaching and evaluation. Principal findings Fifty-six articles relevant to one or more of the themes were identified in the review, including 21 studies of transitions (in, during, and after residency education), 19 studies on the effects of duty hour limits on residents’ acquisition of competence, and 16 articles that assessed Competency-Based Teaching and assessment in anesthesiology. Overall, the findings suggested a relative paucity of scientific evidence and a need for research and the development of new scientific theory. Studies generally treated one of the themes in isolation, while in actuality they interact to produce optimal as well as suboptimal learning situations, while medical education research often is limited by small samples, brief follow-up, and threats to
Ac Kafyulilo - One of the best experts on this subject based on the ideXlab platform.
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Implementation of Competency Based Teaching in Morogoro Teachers’ Training College, Tanzania
Makerere Journal of Higher Education, 2013Co-Authors: Ac Kafyulilo, Ib Rugambuka, I MosesAbstract:The purpose of this study was to investigate the implementation of Competency Based Teaching approaches in education in Morogoro Teachers’ Training College Tanzania. A total of 78 pre-service teachers from Morogoro Teachers’ Training College participated in the study. To draw an understanding of the extent to which pre-service teachers were well trained to implement Competency Based Teaching approaches in their Teaching, a questionnaire was administered to all 78 pre-service teachers, and 46 of them also participated in a structured interview. Results revealed that pre-service teachers perceived their understanding and ability to implement Competency Based Teaching approaches as high, but during interviews it was revealed that they had difficulties in explaining some Competency Based concepts. Thus, it is concluded that, Competency Based Teaching approaches are not well implemented in schools in Tanzania and more efforts need to be devoted in the development of tutors’ and principals’ understanding of Competency Based Teaching approaches. Keywords : Competency Based approaches; Teacher training; Pedagogy
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The implementation of Competency Based Teaching approaches in Tanzania: The case of pre-service teachers at Morogoro teacher training college
2012Co-Authors: Ac Kafyulilo, I Moses, Ib RugambukaAbstract:The purpose of this study was to investigate the implementation of Competency Based Teaching approaches in education in Tanzania. A total of 78 pre-service teachers from Morogoro teachers’ training college participated in the study. To draw an understanding of the extent to which pre-service teachers were well trained to implement Competency Based Teaching approaches in their Teaching, a questionnaire was administered to all 78 pre-service teachers, and 46 of them participated also in a structured interview. Results revealed that pre-service teachers perceived their understanding and ability to implement Competency Based Teaching approaches were high, but during interviews it was revealed that they had difficulties in explaining some Competency Based concepts. Thus, it is concluded that, Competency Based Teaching approaches are not well implemented in schools in Tanzania and more efforts need to be devoted in the development of tutors’ and principals’ understanding of Competency Based Teaching approaches.
Sarath Perera - One of the best experts on this subject based on the ideXlab platform.
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Teacher education and teacher competencies: a study of how a model of teacher competencies could inform pre-service primary teacher education in Sri Lanka
2009Co-Authors: Sarath PereraAbstract:This investigation evaluates existing teacher Competency statements in the literature in both developed and developing countries. This research was used to develop an appropriate and accessible set of teacher competencies for use in the Sri Lankan context, in particular for use in the National Colleges of Education where primary teacher training is undertaken. Competency statements from numerous sources, and theories of Competency-Based Teaching and learning reviewed within a theoretical framework of teacher epistemology. This research conducted within a qualitative paradigm and includes some quantitative analysis. Teachers in primary education were surveyed in Sri Lanka to ascertain their beliefs and values about competencies for primary Teaching. The responses highlighted two issues: one was that some deep-seated beliefs about what teachers should be able to do emerged; the other issue was that some of the beliefs identified were inconsistent with each other and perhaps reflected some uncertainties about the meaning of teacher competencies in certain themes. In addition, some 51-research participants including teacher educators, master teachers, policy makers and other key stakeholders were interviewed. Qualitative analysis of responses informed the research, with some quantitative analysis of the questionnaires to analyse trends. Classroom observations with field notes provided additional data for understanding existing teacher competencies and perceived needs for developing teachers' professional behaviour, attitudes and values, skills and knowledge in the future. The outcomes from this research were included the following: the development of a set of teacher competencies relevant to the context of primary Teaching in Sri Lanka; a greater understanding of teacher beliefs about competencies; an identification of needs for the preservice training of teachers; and recommendations for the application of the findings to teacher Competency-Based pre-service training.