Quality Teacher Education in Botswana: A Crucial Requirement for Effective Teaching and Learning

Iloanya, Jane

doi:10.20533/licej.2040.2589.2014.0232

Cited by 6 publications

(2 citation statements)

References 6 publications

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“…Above all, there is an urgent need for teacher preparation to incorporate the idea of ample transformation of theory into practice. One way of seeing this materialize is to ensure that teaching practice exercise is made effective through long practical experiences and serious supervision of instruction during internships [23,24]. With this in mind and all necessary measures put in place, our 21 st century student teachers can be fully prepared to face the practical reality of successful implementation of the Outcome-Based Education system with a global outlook for contemporary global citizens [25,26].…”

Section: Outcome-based Educationmentioning

confidence: 99%

Preparing the 21<SUP>st</SUP> Century Teacher for the Implementation of Outcomes-Based Education: The Practical Reality

Iloanya¹

2019

EDUCATION

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Teaching and learning in contemporary education systems are experiencing a paradigm shift. There is a move from the traditional teacher-centred teaching, to student-centred education. Outcome-based education is a process of curriculum design that starts with a clear picture of what is important for students to be able to do, then organizing curriculum, instruction, and assessment to make sure that learning ultimately takes place. At the centre of outcome-based education is the learner. How best can the learner learn? What is the role of the teacher in making sure that learning takes place? How do we prepare teachers for the successful implementation of outcome-based education? How do we take care of every learner's needs? These are pertinent questions that this paper addresses. The study was carried out in Botswana using a qualitative research approach. Semi-structured interview questions were adopted to collect data from twelve teachers purposively selected from three technical colleges in Botswana. Relevant documentary analysis was used to augment the data that was collected through semi-structured interviews. Findings of the study revealed that different stakeholders understand the role of teachers in the implementation of outcome-based education differently and that teachers should be adequately prepared if outcomes-based education is to be implemented successfully in Botswana. The study concludes that the teacher recruitment exercise in the 21 st century should be geared towards hiring teachers who are equipped with the necessary skills needed for teaching 21 st century learners.

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Section: Outcome-based Educationmentioning

confidence: 99%

Preparing the 21<SUP>st</SUP> Century Teacher for the Implementation of Outcomes-Based Education: The Practical Reality

Iloanya¹

2019

EDUCATION

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“…Most teachers prefer working alone rather than with others. It has been found that success in classrooms can be enhanced if there are teams that work together in order to boost student achievement (Feger & Arruda, 2008;Iloanya, 2014;Kohl, 2014;Neuzil, 2010;Reeves, 2006;Stewart, 2017;Waldron & McLeskey, 2010).…”

Section: Introductionmentioning

confidence: 99%

Improving Teaching and Learning Outcomes Through Professional Learning Communities - A Case of Business Education Subjects in Botswana

Dinama

GASHA²,

OLESITSE³

2021

Innovare J Edu

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The aim of this study was to investigate how Professional Learning Communities (PLCs) could help to improve the teaching and learning outcomes of business education subjects in Botswana secondary schools. A qualitative methodology was adopted and data were collected online through WhatsApp chats and calls. Through analysing interviews and reviewing of documents related to PLCs in schools, we were able to code data into categories that emerged from themes and that assisted in understanding the perceptions and practices of teachers. The findings of this study indicate that through the implementation of PLCs in school there is a likelihood of improved learning outcomes amongst students due to collaborative efforts amongst teachers in lesson preparations and classroom instruction.

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Environmental Sustainability Education: Driving Towards Achieving SDG 4 Through Teacher Education

Silo

Ketlhoilwe

2020

Sustainability in Developing Countries

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Quality Teacher Education in Botswana: A Crucial Requirement for Effective Teaching and Learning

Abstract: Abstract

Cited by 6 publications

References 6 publications

Preparing the 21<SUP>st</SUP> Century Teacher for the Implementation of Outcomes-Based Education: The Practical Reality

Preparing the 21<SUP>st</SUP> Century Teacher for the Implementation of Outcomes-Based Education: The Practical Reality

Improving Teaching and Learning Outcomes Through Professional Learning Communities - A Case of Business Education Subjects in Botswana

Environmental Sustainability Education: Driving Towards Achieving SDG 4 Through Teacher Education

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