Competency-based Teacher Education Research Articles

Involvement of the tutor in competency-based teacher education in medical college: How much need it?

Involvement of the tutor in competency-based teacher education in medical college: How much need it?

Teacher Educators Pedagogical Effectiveness in Implementing Competency-Based Teacher Education and Competence-Based Assessment Programs: A Case of Primary Diploma Teacher Training Colleges in Kenya

Teacher Educators Pedagogical Effectiveness in Implementing Competency-Based Teacher Education and Competence-Based Assessment Programs: A Case of Primary Diploma Teacher Training Colleges in Kenya

Competency-based teacher education (CBTE): A training module to improve knowledge, attitude, and practices (KAP) of school teachers on learning disabilities in children.

Inclusive education is a new approach towards a system of educating children with disabilities and learning difficulties with that of normal ones within the same crown. Competency-based teacher education (CBTE) is a framework in which teachers demonstrate their learned knowledge, attitude, and skills in order to achieve specific predetermined "competencies" for a specific course or at a specific educational institution. Children with learning disabilities have significant impairment in reading, writing, and mathematics in spite of normal intelligence and sensory abilities. The aim of the study was to evaluate the effectiveness of competency-based teacher education (CBTE) training module on knowledge, attitude, and practices (KAP) of school teachers regarding learning disabilities in children. This was a Quasi experimental study carried out in the month of December 2020 using one group pretest and posttest design. Thirty-five school teachers from a private school were randomly selected as study subjects who were handling classes for primary school students at Kolar. School teachers who had prior exposure in special schools and who had already worked as a counsellor were excluded from this study. Data were collected via a self-administrated method with structured questionnaires consist of 150 items including sociodemographic profile, knowledge, attitude, and practice of teachers regarding learning disabilities in children; the data were analysed using descriptive and inferential statistics. The findings indicated that mean post-test knowledge score was 35.89, attitude score was 170.66, and practice score was 69.60. The effectiveness of CBTE training module was found to be statistically significant at P < 0.05 in terms of mean scores enhancement in knowledge, attitude, and practices. In terms of correlation between knowledge, attitude, and practices of school teachers on learning disabilities in children, it was found that there was a highly positive correlation between attitude and practice with r = 0.884, and knowledge and practice with r = 0.905. The CBTE training module is an effective method in enhancing the knowledge, changing the desirable attitude, and developing good skills of school teachers regarding the identification and management of learning disabilities.

DEVELOPMENTAL STAGES OF SPECIAL EDUCATION TEACHER TRAINING PROGRAMS IN THE UNITED STATES OF AMERICA

The article analyzes the developmental stages of special education teacher training programs in the United States of America. It was founded that for many years there were no licensing requirements or programs to train teachers to work with children with special educational needs. The civil rights movement, legislative revisions, and court cases changes in special education teacher training and service delivery models for students with disabilities. The article describes three eras of teacher training each differed from the previous one by improving conditions for children with disabilities. The first teacher training programs were started in the early 1950s and were intended for special educational and clinical institutions for children with speech and hearing impairments, mental retardation, and deaf students. In 1958, The Education of Mentally Retarded Children Act was passed and the practice of training special education teachers in colleges and universities began. In 1975, Congress passed the Education for All Handicapped Children Act. In the mid-1970s, competency-based teacher education began to operate, but scientists came to the conclusion that this practice is too mechanical and does not cover all the nuances of teacher training. In the 1990s, the Learning Behavior Specialist-1 Licensure was introduced to serve the majority of students with disabilities in state schools and the quality of teacher training was improved. As for today, every student with limited educational opportunities can be fully or partially included in general education institutions or a special school. The decision is made by the committee that develops the Individualized Education Plan or the 504 Plan.&#x0D; Keywords: special educational needs; inclusive environment; inclusion; child with special educational needs; inclusive education; state standards; special teachers; certification; licensing requirements.

대학자체인증을 통한 역량기반 체육교사교육 프로그램 개발 사례

대학자체인증을 통한 역량기반 체육교사교육 프로그램 개발 사례

Video Pedagogy in Competence-Based Teacher Training and Continuing Professional Development

The competence-based teacher education has been in the focus of Oulu University of Applied Sciences (OUAS) School of Professional Teacher Education (Finland). The need for change in teacher training system has been evident for past 20 years. In 2018, significant reform of vocational education system took place in Finland. This meant change for teacher training organizations. Teachers and schools had to be prepared for reformed system. Constant change, globalization and developing technologies have created a need for significant professional development. Blended learning programs have become a norm and teachers in every sector of education are required to keep their knowledge and skills up to date. The development and the research of the recent years in Oulu University of Applied Sciences School of Professional Teacher Education has dealt with competence-base curriculum development and personalized study paths. Here, five studies from past four years are used to provide data for understanding how educational design is developed and implemented. Learning technology has a supporting role in the teacher training. Many of the learning activities in teacher training rely heavily on fluent use of different technologies that have become common during the past two decades. The use of video is one example of learning technology supporting the principles of competence-based teacher training, teachers’ continuing professional development (CPD) and personalized instruction. The Bologna process, initiated 1999 by European Union members lead into significant development of competence-based practices in higher education and teacher training. All higher education organizations have reacted to follow the goals set by Bologna process. Still, the change has not happened at the same pace everywhere and there are institutions still in the process of realizing how their institution and practices are influenced and are re-aligned based on the Bologna process guidelines [1].

Creating Spaces Where Diversity Is the Norm: An innovative competency-based blended learning teacher education program in Ireland

Transforming schools to ensure every student has the opportunity to learn requires innovation at the teacher education level. The goal of inclusion is complex, and so it is critically important to prepare teachers to lead organizational change that will increase engagement and achievement of children with diverse learning abilities.

素養導向教師教育內涵建構及實踐之研究 Construction and Practice of Competency-Based Teacher Education

素養導向教師教育內涵建構及實踐之研究 Construction and Practice of Competency-Based Teacher Education

Implications of Singapore’s Competence-based Teacher Education

본 연구는 역량기반 교사교육의 성공적인 사례를 보여주고 있는 싱가포르의 교사 연수 사례를 분석하고 이를 바탕으로 역량기반 교사교육으로 나아가기 위한시사점을 논의하였다. 싱가포르는 2009년 TE21(A Teacher Education Model for the 21st Century)을 발표하여 핵심역량에 근거한 교사양성 및 육성을 시도하고 있다. 이는 교사양성 뿐만 아니라 교사 연수에 영향을 미치는 것으로 교사교육 전반에 걸쳐 역량중심 개혁이 진행되고 있다. 본 연구에서는 싱가포르 사례를 분석하기 위해서 문헌연구와 심층면담을 병행하였고 한국 영어교사교육에 대한 시사점을 다음과 같이 도출하였다. 첫째, 교사 역량을 강화하기 위 해서는 지식, 기술뿐만 아니라 가치 영역에서의 강조가 필요하다는 점이다. 둘째, 교사의 역량을 함양하기 위한 연수의 현장 적합성을 높이기 위해서 영어과 수석 교사제가 체계화될 필요가 있다는 점이다. 셋째, 연수의 연속성을 위해서 독립적인 영어과 교사 연수센터의 도입이 필요하다는 점이다. 넷째, 영어교사 핵심역량 개발을 위한 연수 프로그램 개발이 필요하다는 점이다. 현장의 요구와 밀접한 연관성을 강조하는 싱가포르의 교사연수 사례는 최근 핵심역량을 함양하고자 하는 교사교육에 시사하는 바가 크다.This study aims to draw implications for competence-based teacher education in Korea based on the analysis of Singaporean case of in-service teacher education. For a detailed analysis of the process in which competence-based teacher education has been implemented in Singapore, interviews were conducted with six participants - three NIE faculty members, a principle master teacher and two master teachers working at ELIS(English Language Institute of Singapore). Implications for teacher education in Korea are as follows: 1) In addition to knowledge and skills, values need to be emphasized in teacher’s core competency. 2) The role of master teachers in mentoring and educating their colleagues needs to be strengthened within a well-established teacher professional development system. 3) Subject-specific in-service training centers are required, in which teacher trainers can continuously work for the professional development of teachers in need of growing pedagogical knowledge in their subject fields.

Revival of Competency Based Teacher Education

Competency Based Teacher Education (CBTE) was widely implemented around the 1970s to the early 1980s in Indonesia and elsewhere. Although there was no formal cancellation of this curriculum, its role seemed to fade away as other concepts of teacher education came into the field. In the last two years CBTE seems to get a new momentum to reemerge along with the launching of competency based curriculum in primary and secondary school levels. This article describes critically the responses on the sides of teacher education, towards the newly launched issue and what have been done so far in the national level in the preparation of reemergence of CBTE, especially on formulation of competencies which should be acquired by the teacher candidates in teacher education scheme.

Key competencies and characteristics for innovative teaching among secondary school teachers: a mixed-methods research

This research aims to understand the key competencies and characteristics for innovative teaching as perceived by Chinese secondary teachers. A mixed-methods research was used to investigate secondary teachers’ views. First, a qualitative study was conducted with interviews of teachers to understand the perceived key competencies and characteristics for innovative teaching among Chinese secondary teachers. Seventeen characteristics were identified underlying four key competencies that were perceived critical for innovative teaching. Secondly, an instrument was developed in order to validate the identified key competencies and characteristics and to measure teachers’ perceived importance of the key competencies and characteristics for innovative teaching. A total of 325 secondary teachers participated in the survey. The results show that the four-factor model of key competencies for innovative teaching was validated and the importance level of the perceived characteristics was also identified. This research has theoretical and practical significance with regard to the development of competence-based teacher education programs.

Understanding “Core Practices” and “Practice-Based” Teacher Education

In recent years, a small but growing strand of research has investigated ways of focusing teachers’ professional education on “core” or “high leverage” practices of teaching. These efforts are easily conflated with other initiatives to develop “practice-focused” teacher education, raising questions about what these terms even mean. This article investigates what can be learned by comparing and contrasting teacher education focused on core practices with other approaches that might also be called “practice-based,” including those dating back to the 19th century. It focuses on three important periods in the history of teacher education: the heyday of the normal schools in the late 1800s, the period of scientific efficiency in the 1920s and 1930s, and the era of competency-based teacher education in the 1960s and 1970s.

Competence-based teacher education: A change from Didaktik to Curriculum culture?

This paper explores the substance of competence-driven changes in teacher education curricula by testing the possibility of using a framework distinguishing between the German pedagogical culture of Didaktik and the Anglo-Saxon Curriculum culture to describe the substance of these changes. Data about the perceptions of competence-driven changes in teacher education curricula has been collected in 30 in-depth interviews with teacher educators, student teachers, and their school mentors in Serbia, and analysed with the help of qualitative data processing software. The coding procedures involved classification of utterances into five groups relating to the perceptions of (1) teacher evaluation, (2) teacher competence in subject matter, pedagogy, and curriculum, (3) understanding of the education system and contribution to its development, (4) teacher competences in dealing with values and child-rearing, and (5) changes in teacher education curricula related to these groups of competence. The perceptions in each group of utterances were interpreted in terms of their alliance with Didaktik or Curriculum cultures. The findings indicate that the framework cannot be used as a continuum since the utterances aligned with the two cultures co-exist in the individual responses, but could be useful as a reflection tool in teacher education curricula.

Competence-based teacher education: Illusion or reality? An assessment of the implementation status in Flanders from teachers’ and students’ points of view

Since 1998, the Flanders’ educational government in Belgium has been urging teacher education institutions by decree to implement competences in teacher training programs. Since then, years have gone by, and institutions have acted in order to achieve the competence-based goals. However, have they succeeded in implementing them? This is the research question that is central to the current study. An online survey inquiry was set up in eight elementary teacher education institutions using two questionnaires; one for final year elementary institution pre-service teachers, who were about to graduate at the time of completing the questionnaire ( N = 218), the other for teacher trainers throughout the elementary teacher training program ( N = 51). Ten years after the decree was issued, results show that competence-based education has become a reality in terms of its implementation. However, the process has not yet come to an end. Whereas some competences are clearly present in the institutions’ policies and practices (e.g. teacher as guide to learning and development, teacher as subject expert), others are poorly represented (e.g. teacher as partner of parents, external parties and as a member of the educational community). Moreover, teacher trainers tend to take four different approaches to the implementation of competences (1) during internship, (2) through the institution’s policy and program planning, (3) by means of their integration in both theoretical and practical components of the curriculum and finally, (4) a lack of implementation because the competences are considered insufficiently applicable by the teacher trainers. In particular, more experienced and subject expert teacher trainers tend to adopt the final approach more often than do younger colleagues and pedagogues. Student teachers’ results, on the other hand, suggest important differences between institutions concerning their understanding of competences and the integration of these competences in the curriculum; suggesting different paces of adaptation between teacher education institutions. Moreover, even within schools, the trajectory towards implementation is not always clear for all members of the teaching team, nor for the students of most teacher education institutions. Consequently, there is still important work to be done in order for successful competence-based change to occur.

Have conceptual reforms (and one anti‐reform) in preservice teacher education improved the education of multicultural, multilingual children and youth?

This article examines three conceptual reforms in US teacher education (competency‐based teacher education (CBTE), reflective teacher education (RTE) and constructivist teacher education (CTE)) for their effects on the education of multicultural, multilingual youth, as well as considering alternative certification (AC), known here as an ‘anti‐reform’. The author suggests that although each reform made incremental improvements in the ways that preservice teachers are prepared to teach multilingual and multicultural learners, none significantly altered the education of under‐served children and youth. For instance, CTE points out the importance of prior knowledge, but fails in connecting its core concepts with culturally relevant instruction. CBTE, while also generally failing to alter teacher preparation for multicultural learners, did try to make explicit connections for preservice teachers. RTE made explicit the moral consequences of working in diverse communities but fell short when it altered the apprenticeship–mentor relationship. AC of teachers is presented as the work of neo‐liberals whose largely successful efforts to deregulate teacher preparation offer both an improvement and retrenchment for urban children and youth. Finally, the article links the field’s focus on the preparation of teachers for diverse students and the moral dimension of teacher education, concluding that such a connection may be the only way to maintain the professional school preparation of teachers.

Learning from James: Lessons about Policy and Practice for Schools' Special Provision in the Area of Literacy Difficulties

Janice Wearmouth is a senior lecturer in the Faculty of Education and Language Studies at the Open University in the UK. She has many years' experience of teaching and research in mainstream secondary schools and of developing and leading postgraduate development courses for teachers in the area of special and inclusive education. In this article, she argues that successive Governments in England, Wales and Northern Ireland have adopted policies in relation to special educational provision that are essentially technicist in character. These policies proceed from assumptions that are made about the clear and unproblematic nature of the issues and the responses that need to be made. In this model, difficulties in learning can be ‘fixed’ by selecting the most appropriate ‘tool’ in the most efficient and cost‐effective way. The current focus on competency‐based teacher education can be seen as a corollary of this approach.Drawing upon a personal account of the experience of having difficulties in literacy acquisition, this article presents a contrary view. Janice Wearmouth argues that the area of special educational needs in schools, including literacy difficulties, is fraught with uncertainty and conflicting viewpoints. Given this complex situation, the technicist responses of recent Governments in the UK seem inappropriate and inadequate, Janice Wearmouth suggests. She proposes that practice in relation to special educational needs in general, and literacy difficulties in particular, can be most effectively understood from the perspective of a reflective practitioner. Her article closes with a call for practitioner professional development to be reconceptualised in these terms.

Competências na formação de professores no Brasil: o que (não) há de novo

Neste artigo, analisamos a centralidade do conceito de competências na reforma curricular da formação de professores no Brasil nos anos de 1990. Com base em Basil Bernstein, consideramos competências um conceito recontextualizado. Com base nos documentos oficiais, analisamos as relações globais e locais instituintes do controle da profissionalização docente via currículo por competências. Analisamos também como o conceito de competências já foi empregado ao longo da história do currículo, particularmente na formação de professores, bem como as perspectivas que se apresentam para a formação de professores em nossa história recente.

Scenarios for Dutch Teacher Education. A Trip to Rome: Coach bus company or travel agency?

SUMMARY In The Netherlands, developments in teacher education are dominated by three issues. Stimulated by a severe shortage of teachers, teacher education is changing towards competence-based teacher education, work-based teacher education and market-oriented teacher education. These developments lead to a dynamic situation in teacher education, where the traditional presuppositions of the curriculum and teacher education itself are questioned. To many teacher educators, the number of changes and new approaches is rather confusing. To make sense out of the turbulent developments, the Dutch association for teacher education VELON started a scenario project in which four scenarios for the future of teacher education in The Netherlands emerge. These scenarios are structured by two variables: the freedom of schools to define the type of teacher education they want and the freedom of students in taking responsibility for their own learning process. Compared to the ATEE-RDC19 scenarios (ATEE-RDC19, 2003) the axis pragmatism-idealism is missing, since each of the VELON scenarios can be motivated both from a pragmatic and an idealistic point of view.

Perspectives on Self-Determination Across the Curriculum

The collaborative campus-school district special education teacher preparation model at Arizona State University-West integrated the self-determination literature with the student-led Individualized Education Program (IEP) process and competency-based teacher education. Pre-post definitions of self-determination, evaluation of program impact in terms of self-reported ratings of confidence and competence related to Council for Exceptional Children core competencies for beginning special educators, and representative case studies of preservice teachers' data-based instruction programs linking self-determination, IEP goals, and state standards for students with disabilities are reported in this article.

Content-based teacher education approach versus competence-based teacher education approach

Content-based teacher education approach versus competence-based teacher education approach