Impact of 'Modeling' of Teaching by Competency-based Approach on the Development of Professionalization Skills of Future Moroccan Teachers

Elkababi, Iman; Srour, Chaibia; Atibi, Azzeddine; Elkababi, Khadija; Radid, Mohamed; Tayane, Souad

doi:10.13189/ujer.2020.081265

Cited by 2 publications

(2 citation statements)

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“…Globally, there has been a paradigm shift from assessment based purely on examinations to the incorporation of continuous assessment. This has seen countries such as the United States of America (USA), Australia and European countries review their curricula so that they incorporate competencybased continuous assessment learning activities (CBCALA) in summative examinations (Elkababi et al, 2020). In Africa, CBE has been adopted by several countries, including Kenya, Nigeria, Rwanda, South Africa, Tanzania and Zambia (Kabombwe & Mulenga, 2019;Ruth & Ramadas, 2019).…”

Section: Introductionmentioning

confidence: 99%

Bridging the gap between classroom practice and world of work: A case of competency-based continuous assessment learning activities in Geography, Mutare Urban Cluster, Zimbabwe

Risiro

2022

JoGEA

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The Zimbabwean education system that was inherited from the days when Zimbabwe was still Rhodesia provided strong content knowledge at the expense of critical skills and competencies. In its curriculum framework of 2015–2022, the government of Zimbabwe noted that mastery of subject content was inadequate for the schooling system needed by the country (Government of Zimbabwe, 2015). In response, it explained, it had developed a curriculum framework based on the introduction of competency-based continuous assessments in schools. The purpose of this article is to explore the system of competency-based continuous assessment learning activities (CBCALA) that is being adopted in the assessment of Geography at the Ordinary Level in secondary schools. Further to that, it aims to determine the challenges that Geography teachers face in the implementation of CBCALA. The study at the heart of the article is based on the social constructivism of Vygotsky (1978); and on the philosophy of ubuntu, which is widely espoused throughout southern Africa and further north on the continent. An interpretive research paradigm was adopted for a case study carried out in Mutare District in Zimbabwe. Data were generated through purposive sampling of the participants and were analysed by generating thick descriptions and themes. The study revealed the need for geography teachers to develop CBCALA through the formulation of clearly stated problems and through the assessment of well-formulated objectives that assess learners’ academic knowledge and competencies. This is achieved by developing research-based and practically oriented tasks. Geography CBCALA should be learner-centred, using both individualised and group assessment tasks. A marking guide is critical for use in marking the assessment tasks. Several challenges that impede the implementation of CBCALA include time constraints, the inadequate training teachers receive on the use of CBCALA, large classes, increased workload and inadequate equipment. The study recommends reviewing the quantity of content coverage; computerising the documentation of assessment tasks and student records; recruiting more teachers; and mobilising resources from within the community.

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Section: Introductionmentioning

confidence: 99%

Bridging the gap between classroom practice and world of work: A case of competency-based continuous assessment learning activities in Geography, Mutare Urban Cluster, Zimbabwe

Risiro

2022

JoGEA

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“…In general, the competency-based approach has been established in many educational systems worldwide [10]. Morocco has experienced a series of reforms in the education system since the early 2000s.…”

Section: Introductionmentioning

confidence: 99%

Physics Teachers’ Perceptions of Practices and Methods of Teaching in the Moroccan Middle School: A Case Study

Raissouni¹,

Abid²,

Chakir³

2021

Journal of Southwest Jiaotong University

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The article describes the observed teaching practices implemented by the physics teachers in teaching the concepts of electricity in the Moroccan middle school, particularly the concepts of electric current intensity (I) and voltage (U), compares them with the teaching methods, puts in place with the recommended official programs, and reveals some difficulties in implementing these teaching methods. The choice of the school period and concepts is justified by the importance of this period in teaching the fundamental concepts of the physical sciences and by the fact that those concepts of electricity are particularly abstract and complex. This exploratory study was based on the direct classroom observations as well as on the results of a pre–direct observation survey and semi-structured interviews carried out after these observations with a sample of six middle school physics teachers, conducted in three Moroccan middle schools, enabling to figure out the teaching methods and practices of these concepts, and using descriptive statistical research methods. The results show that the didactic methods and pedagogical practices used by all the sample teachers are far from those recommended in the official programs. Furthermore, they do not know precisely these pronounced methods. The physics teachers’ attributed this gap to shortage of time, overcrowding, and the lack of autonomy pupils need. The difficulties encountered by teachers are related mainly to communication problems that aggravate the lack of time and influence their didactic choices, the concept itself, and the unavailability of practical work sessions.

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Impact of 'Modeling' of Teaching by Competency-based Approach on the Development of Professionalization Skills of Future Moroccan Teachers

Cited by 2 publications

References 3 publications

Bridging the gap between classroom practice and world of work: A case of competency-based continuous assessment learning activities in Geography, Mutare Urban Cluster, Zimbabwe

Bridging the gap between classroom practice and world of work: A case of competency-based continuous assessment learning activities in Geography, Mutare Urban Cluster, Zimbabwe

Physics Teachers’ Perceptions of Practices and Methods of Teaching in the Moroccan Middle School: A Case Study

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