Exploring secondary teachers' perspectives on implementing competency‐based education

Abstract

Background Competency‐based education (CBE) has been implemented to varying degrees in the last several decades. New Hampshire has led the way in policy changes to promote its adoption. However, there has been a tension between the goals of the initiative and how teachers’ beliefs inform implementation. Aims The purpose of this study was to take an in‐depth examination of NH middle and high school teachers’ beliefs around CBE and its impact on their classroom practices and students. Methods This study utilized a sequential explanatory mixed methods approach through survey data and follow‐up interviews and observations in three NH districts. The Concerns‐Based Adoption Model (CBAM) conceptual framework served as a lens to analyze data. Results The three districts revealed varying levels of implementation mitigated in part by teachers’ beliefs. Participants in the district with more advanced CBE implementation described the largest perceived impact of transformed pedagogical practices and an ability to persist with or without administrative support. Some participants noted an increase in students’ access to the curriculum and a decrease in students’ anxiety and feelings of being judged. Discussion Findings suggested that contextual factors informed participants’ beliefs and subsequent practices. Districts with administrative support revealed more widespread impact on teachers and students. Structural supports promoting implementation also supported teachers’ integration of CBE principles. Conclusion District leaders need to attend to teachers’ beliefs to offer differentiated professional development and build on CBE elements already in place. Further study in how CBE principles may reduce student anxiety is timely and needed.

Competencebased Learning Environment Support for Pupils’ Learning in Mpwapwa District Primary Schools

“…The methods include jig-saw, role-play, dramatization, think-pair-share, group discussions, brainstorming, think-pairshare etc. Literature portrays that competent teachers find such competence-based teaching methods/techniques useful for pupils' learning since the methods enable students develop critical thinking, creativity, collaborative and communicative competences [6]. However, the question was whether primary school teachers in Mpwapwa District Council were competent to select, organize, and use competence-based teaching-learning methods/techniques for effective pupils' learning.…”

“…The majority classroom teachers pointed out that overcrowded classes, shortage of pupils' text books were the factors limited them to use other methods rather than simple questions and answers, lectures, and demonstration. For example, one classroom teacher who was teaching standard IV said that: The findings contradict the literature which contends that for effective pupils' learning especially under competence-based curriculum, competence-based teaching and learning methods including peer teaching, jig-saw, role play etc are highly recommended (Simir, 2016) [6].…”

“…It was even observed that some teachers reading story themselves loudly from the text books for pupils [24,25]. Through researcher's experience as teacher and teacher educator this technique used by the teachers to read texts books for the pupils contradicts literature since it does not help pupils develop competences on their own selves [6].…”

STRATEGI PEMBELAJARAN AKIDAH AKHLAK DALAM MENINGKATKAN HASIL BELAJAR PADA ASPEK AFEKTIF SELAMA COVID-19 DI MTs BPP BAWAN

“…Pelaksanaan pembelajaran daring membutuhkan berbagai strategi guna mewujudkan hasil yang berimbang dengan pembelajaran yang dilaksanakan secara tatap muka. Karena pembelajaran daring selain membutuhkan kompetensi guru pada lima aspek kompetensi [1], dia juga mesti memiliki kemampuan teknologi [2]- [3]. Dikatakan demikian karena pembelajaran yang diselenggarakana secara online bagi beberapa orang guru adalah hal yang masih baru, apalagi ketika mereka mengikuti perkuliahan media dan perangkat pembelajaran yang berbasis online belum dikenal.…”

Fostering a Community of Inquiry for Engaging Undergraduate Students in Research: A Systematic Literature Review

“…These universities are developing a culture that acknowledges undergraduate students as capable of contributing to scholarship [2]. The economic structural changes that have taken place at the turn of the century, coupled with rapid automation and advancement in technology, are exerting pressure on students to do more than academic achievement and acquire skills that make them competitive and marketable on the job market [3]. Engaging current undergraduate students in research is believed to provide the bedrock or foundation for future academic excellence and building a knowledge repository.…”