History teachers’ conceptualization of competency-based curriculum in transforming instructional practices in lower secondary schools in Tanzania

Ndomondo, Eunice; Mbise, Akundael; Katabaro, Joviter

doi:10.1016/j.ssaho.2022.100331

Cited by 8 publications

(3 citation statements)

References 18 publications

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“…This will help teachers assess students' historical thinking and argument skills, challenging existing narratives in textbooks. As argued, the current assessment approaches should involve reasoning, arguing, interpreting and analyzing historical pieces of evidence (Carrasco, & Martnez, 2016;Ndomondo, 2024).…”

Section: Discussionmentioning

confidence: 99%

An Analysis of Assessment Techniques and Learning Outcomes in Grade 10 History Curricular Materials

Lemu,

Melese,

Debu

2024

Preprint

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The current Ethiopian Grade Ten Histor Textbook has been scrutinized through the lens of Bloom's Taxonomy to evaluate its learning outcomes and assessment activities. The study indicates that the majority of the learning outcomes and assessment activities in the textbook primarily focus on factual knowledge and conceptual understanding, emphasizing the retention of historical terms and events. The results also reveal that the history textbook learning outcome statements predominantly emphasize lower-order thinking skills. Specifically, 53.19% of the content focused on remembering, understanding, and applying, while only 46.78% of the statements centered on higher-order thinking skills, such as analyzing, evaluating, and creating. To enrich history teaching, the study recommends integrating disciplinary strategies and historian methods to cultivate critical thinking skills, enabling students to make informed judgments and navigate the complexities of the modern world. To achieve this goal, Ethiopian history textbook writers should emphasize the concept of historical thinking, and research evidence to improve educational practice, which is a set of cognitive processes that enables individuals to analyze, evaluate, and contextualize historical information.

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Section: Discussionmentioning

confidence: 99%

An Analysis of Assessment Techniques and Learning Outcomes in Grade 10 History Curricular Materials

Lemu,

Melese,

Debu

2024

Preprint

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“…Educational reforms often involve the introduction of a new curriculum (Bassah, 2020;Mahama, 2022;Ndomondo, Mbise, & Katabaro, 2022;Agormedah et al, 2023), and teachers' beliefs about the new curriculum could either make or mar the extent to which they are willing or able to modify or adjust their teaching practices to adopt the new ideas and practices in the new curriculum (Wyatt, 2020;Shaiegy & Abdelrahman, 2021;Agbofa et al, 2023). This could be very difficult because Fullan (2011) argued that due to issues involving educational values, level of knowledge, and experience, it is not always easy for teachers to change their previous beliefs, perhaps due to the relative ease of implementation or familiarity with the mode of delivery.…”

Section: Background To the Studymentioning

confidence: 99%

Ghanaian Esl Teachers’ Beliefs and Implementation of the Core Competencies of Ghana’s New English Language Curriculum

Appiah,

Owusu

2023

EJALS

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Teachers play a pivotal role in the implementation of the Standard Based Curriculum (SBC) at the basic school level in Ghana. Scholars and educationists disagree over what comprises ESL instructors' beliefs, how ESL teachers' beliefs influence SBC implementation, and how teachers' beliefs differ by gender. Hence, this study conducted an in-depth investigation into the influence of ESL teachers’ beliefs on the development of pupils’ core competencies in the SBC and its gender implications. The study was guided by three research objectives and questions. A sequential explanatory mixed-methods research design was adopted. A multistage sampling technique was used to select 100 participants for the study. A questionnaire, a structured interview guide, and observation were adopted as research instruments for data collection. Findings of the study revealed that ESL teachers have varied beliefs about the development of core competencies. While some beliefs are positive, such as the need for skill and effectiveness in teaching, others are negative, such as the difficulty in developing digital literacy, classrooms that are frequently too large, additional training that should be provided, and teaching and Learning Materials (TLM) that are severely lacking. It was discovered that there are gender differences in how ESL teachers implement core competencies in the classroom. One major implication of the study is that the government and GES should increase collaboration and support for teachers through regular and effective training on various segments of the curriculum and ensure that resources are adequately provided for their use. Article visualizations:<img src="/-counters-/soc/0056/a.php" alt="Hit counter" />

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“…Haryati (2022) mengungkapkan pelatihan peningkatan kompetensi guru melalui penelitian tindakan kelas dapat menjadi referensi atau Buku masukan bagi guru pada sekolah lain sebagai upaya peningkatan kompetensi guru melalui tindakan kelas (Haryati et al, 2022). Ndomondo (2022) merekomendasikan upaya peningkatan pemahaman guru tentang reformasi kurikulum dan praktek instruksional pada mata pelajaran sejarah oleh penanggung jawab pendidikan (Ndomondo et al, 2022).…”

Section: Pendahuluanunclassified

Peningkatan Kompetensi Guru Pesantren Melalui Pendampingan Pembuatan Buku Ajar Kreatif Dan Inovatif

Dwiyatno

Krisnaningsih²,

Sulistiyono³

et al. 2022

DJPKM

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Textbooks are very important in the learning process because they can support and strengthen the information of teaching materials delivered by teachers. Textbooks help students understand the concepts of science to achieve the desired competencies so that they are easy to understand which is needed in learning because they can explain various difficult phenomena including abstract concepts to become realistic knowledge to make students motivated to learn. Textbooks are very effectively used as a learning medium because they function as a tool for accurate information communication from teachers to students. Using good textbooks will accelerate the achievement of competencies to achieve the role of a good teacher, objective, and relevant truths. The purpose of this community service activity (CSA) is to increase the competence of Islamic boarding school teachers through assistance in making creative and innovative digital textbooks based on multimedia with Flip PDF. To achieve this goal, training activities (workshops), discussion activities for needs and assistance as well as the benefits of making creative and innovative digital textbooks in supporting learning activities are carried out. The material presented during the CSA activity received a good and positive response from the participants of the mentoring activity and stated that the mentoring activities that had been carried out needed to be continued in the future. For the next km implementation, we propose assistance in the implementation of e-Learning.

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History teachers’ conceptualization of competency-based curriculum in transforming instructional practices in lower secondary schools in Tanzania

Cited by 8 publications

References 18 publications

An Analysis of Assessment Techniques and Learning Outcomes in Grade 10 History Curricular Materials

An Analysis of Assessment Techniques and Learning Outcomes in Grade 10 History Curricular Materials

Ghanaian Esl Teachers’ Beliefs and Implementation of the Core Competencies of Ghana’s New English Language Curriculum

Peningkatan Kompetensi Guru Pesantren Melalui Pendampingan Pembuatan Buku Ajar Kreatif Dan Inovatif

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