Science Education Lecturers' Practices in Preparing Pre-Service Teachers for Competency Based Education : A case study of Eswatini Teacher Training Colleges

2021 ◽  
Vol 2 (1) ◽  
pp. 63-84
Author(s):  
Nkhululeko Lungile Nxumalo-Dlamini ◽  
Caleb Mandikonza ◽  
Mosabala Mosabala
Keyword(s):  
Science Education ◽  
Teacher Training ◽  
Competency Based Education ◽  
Teacher Training Colleges ◽  
Competency Based

Competency-based education in the state policy arena: Comparative case study of two neighboring states

2021 ◽  
pp. 147821032110313
Author(s):  
Heather P. Williams ◽  
Kathleen Shoup ◽  
Marita Diffenbaugh ◽  
Kelly Brady
Keyword(s):  
Educational Leaders ◽  
Career Readiness ◽  
Comparative Case Study ◽  
College And Career Readiness ◽  
Competency Based Education ◽  
College And Career ◽  
Competency Based ◽  
Policy Arena ◽  
And Diffusion

Educational leaders and policymakers are reconsidering the role of competency-based education (CBE) to meet the needs of all students, address issues of equity and enduring achievement gaps, and demonstrate college and career readiness outcomes for PK-12 students. This study sought to understand the policy conditions where CBE policies were adopted in two neighboring states as well as describe the two states’ implementation plans for policy diffusion. The study used a comparative case study design to study Idaho and Utah due to their geographic proximity, socioeconomic status, and state legislative structures. We argue that although the policies in both states have many similarities and were passed under similar political conditions within each state’s policy arena, the planned implementation and diffusion of those policies was very different and influenced a divergent population of local education agencies (LEA) in each state. We also explore the role intermediary organizations played in the development and diffusion of policy in both states.

Students at the center in emerging academic models: embedded information literacy and distance services in the University of Wisconsin System Flex degree

2015 ◽  
Vol 32 (7) ◽  
pp. 12-15 ◽  
Author(s):  
Kristin M. Woodward
Keyword(s):  
Information Literacy ◽  
Student Body ◽  
Student Centered ◽  
Content Type ◽  
Competency Based Education ◽  
University Of Wisconsin ◽  
Challenges And Opportunities ◽  
Competency Based ◽  
The University

Purpose – As a model of competency-based education (CBE), the University of Wisconsin (UW) System Flex options present a unique case study of challenges and opportunities for embedding student-centered library services and information literacy. Design/methodology/approach – In this paper, we describe strategies for engaging with the evolving Flex curriculum, the needs of an unknown student body and the role of new student support staff. The author notes the relevance of examining the library’s role in Flex at this time, given the potential for growth nationally in CBE. Findings – The challenges the author faced initially were closely tied with opportunities that once examined, formed the basis of the embedded library model for competency-based education. Further, the author found opportunities to articulate their role in Flex on their campus and share with other institutions. Originality/value – This case study is based on the author’s experiences embedding Information Literacy and Distance Services in the Flex option at the University of Wisconsin Milwaukee.

Assessment challenges in competency-based education: A case study in health professions education

2015 ◽  
Vol 38 (5) ◽  
pp. 482-490 ◽  
Author(s):  
James T. Fitzgerald ◽  
John C. Burkhardt ◽  
Steven J. Kasten ◽  
Patricia B. Mullan ◽  
Sally A. Santen ◽  
...  
Keyword(s):  
Health Professions ◽  
Health Professions Education ◽  
Competency Based Education ◽  
Competency Based

Opportunities and Obstacles in the Competency-Based Training and Assessment of Primary Teachers in England

1999 ◽  
Vol 69 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Denis Hayes
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Primary Teachers ◽  
Competence Model ◽  
Qualified Teacher ◽  
Competency Based ◽  
Training Institutions ◽  
Competence Acquisition ◽  
The Impact

In this article, Denis Hayes discusses the competence model for teacher training in England in the 1990s. This model uses Circulars — policy guidelines that list competence statements — to outline the level of achievement that student teachers must reach before obtaining qualified teacher status. Hayes considers the impact that the competence approach to monitoring standards of achievement has had on teacher-training institutions and student teachers. He explores questions of terminology and examines the limitations of using a competence model, the difficulties of separating competences for the purposes of assessment and of structuring competence statements in a hierarchy that reflects the way that student teachers progress in their ability to teach. He presents a case study based on his own institution's attempt to develop a hierarchy of competence acquisition and cautions that a competence approach to the training and assessment of teachers is extremely complex. Hayes concludes that, in aligning their programs with the statutory competence model, teacher-preparation institutions must not neglect the developmental aspect of the skills that enable student teachers to reach the competences.

scholarly journals EXPLORING THE IMPORTANCE OF PLURILINGUAL COMPETENCE IN THE PRE-SERVICE TEACHER TRAINING: A CASE STUDY OF TEACHER TRAINING COLLEGES OF ALGERIA

2021 ◽  
Vol 03 (06) ◽  
pp. 315-322
Author(s):  
Souhila BENZERROUG ◽  
Samah BENZERROUG
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
Language Education ◽  
Structured Interview ◽  
University Teachers ◽  
Language Studies ◽  
Teacher Training Colleges ◽  
French And English ◽  
Pre Service Teacher

The present research paper highlights the importance of plurilingual competence to language education in pre-service teacher training at the Teacher Training College of Bouzareah-Algeria-. The study is designed to gain insight into the development of pluringual competence in the pre-service program that is addressed to the students of the departments of French and English. It aims at enhancing the teaching and learning of foreign languages in order to meet the universal requirements related to interculturality and plurilingualism.To achieve the above mentioned aims, the researchers interviewed ENSB teacher trainers to investigate their perceptions towards the teaching of that competence. A qualitative method was then employed by using a semi-structured interview with university teachers of Didactics and Language Studies in order to identify the extent of interest that is assigned to the development of plurilingual competence in the teaching practices as well as the syllabus content‎.

scholarly journals Competency-Based Education: Examining Educators’ Experiences

2021 ◽  
Author(s):  
Andrea Bingham ◽  
Matthew Adams ◽  
Randall Lee Stewart
Keyword(s):  
Qualitative Case Study ◽  
Instructional Model ◽  
Competency Based Education ◽  
Competency Based ◽  
K 12

Competency-based education (CBE) is an increasingly popular instructional model in K-12 schools. In this qualitative case study, we examine how teachers make sense of CBE, and what challenges they in implementing a CBE model. We find that CBE teachers’ teaching identities had to undergo a shift to truly engage in CBE. Rather than acting as conveyors and assessors of knowledge, teachers had to construct their classrooms in a way that engaged and supported students in owning their own learning. We also found that educators face challenges around time, communication, and alignment.

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