Constructivists’ Teacher-Preparation Strategy for Crossover to the 21st Century: A Case of Eastern Uganda
Keywords:
Constructivism, teacher-preparation, reflective practice
Abstract
This study aimed to explore the constructivists' teacher-preparation practices in selected Teacher Training Institutions (TTIs) in Eastern Uganda as leverage to derive a strategy that enables crossoverto the 21st. Century. A qualitative research design using purposively sampled Primary Teachers Colleges and 15 participants informed the study. Data were collected using multiple in-depth interviews and observations and analyzed following Moustakas's (1994) procedure. Data analysis and results revealed that teacher educators continue to rely on traditional approaches in instruction and supervision of school practice. This phenomenological study established the lived experiences of teacher educators and students in light of constructivists’ teaching. Colleges are nascent in implementing modern constructivist practices in education moving away from being stuck to traditional instructional practices and the lack of motivation and knowledge among teacher educators to adopt modern approaches. This research study adds to the existing pool of knowledge, suggesting how constructivist’ teaching can support teaching effectiveness and promote students’ learning by amplifying the need for pedagogical enhancement and digital fluency through integrating ICT and reflective practice in instruction. The study recommends establishing and setting up a Reflective Practice Laboratory at the Uganda National Institute for Teacher Education (UNITE)- Another Degree Awarding Institution in Uganda, and the affiliated Teacher Training Institutions (TTIs) for Teacher Educators and trainees’ induction on several constructivist’ practices that include systematic reflection, clinical supervision, use and integration of ICT and other interventions in congruence with the Education Agenda 2063 and 21st Century Skills.
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References
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Kyobe, E., &Rugumayo, A. (2005). Competency-Based Education and Training (CBET): A Case Study in Uganda. Malunda, P. N. (2018). Teacher Professional Development and Quality of Secondary School Teachers in Uganda.
Lim, K. M., & Tay, E. G. (2016). Preparing teachers for the 21st Century. AsTEN Journal of Teacher Education, 1(1), 1-7. Retrieved from http://po.pnuresearchportal.org/ejournal/index.php/asten/article/view/146
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Lin, H., Hong, Z., Yang, K., & Lee, S. (2013). The impact of collaborative reflections on teachers' inquiry teaching. International Journal of Science Education, 35(18), 3095-3116. doi:10.1080/09500693.2012.689023.
Maani, J., S. (2013). Use of constructivist approaches in the teaching of Christian Religious Education - HIV and AIDS Education Integrated content in Secondary Schools in Kampala Uganda, PhD Thesis in the School of Education of Kenyatta University. Unpublished.
Malunda, P.N. (2017). Teacher Professional Development and Quality of Pedagogical Practices in Public Secondary Schools in Uganda, The Ugandan Journal of Management and Public Policy Studies Volume 12 No.1, http://umispace.umi.ac.ug/bitstream/handle/20.500.12305/417/Paul%20Netalisile%20 Malunda.pdf.
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Mayer, T. (2021). If You Can't Teach Yourself, No One Can. Academia Letters, Article 918. https://doi.org/10.20935/AL918.
Mbugua, F.W (2011). Teacher preparation for the 21st Century, Proceedings of the ICE, 2011 836.
Mensah, E., (2015). Exploring Constructivist Perspectives in the College Classroom, University of North Dakota, Grand Forks, USA, SAGE July-September 2020: 1–14, 2015 DOI: 10.1177/2158244015596208 sgo.sagepub.com
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Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: SagePublications.
Mutonyi, H. & Norton, B., (2007). ICT on the margins: Lessons for Ugandan education. Language and Education, vol. 21, no. 3, pp. 264-270.
Nakabugo, M. G., Bisaso, R., &Masembe, C. S. (2011). The continuum of teacher professional development: Towards a coherent approach to the development of secondary school teachers in Uganda. Makerere University.
Nakabugo, M. G. (2008). Large Class Teaching in Resource-Constrained Contexts: Lessons from Reflective Research in Ugandan Primary Schools. Journal of International Cooperation in Education, vol. 11, no. 3, pp. 85-102.
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Ndiwalana, A. &Tusubira, F., (2012). Understanding what is happening in ICT in Uganda: a supply- and demand side analysis of the ICT sector, Cape Town, South Africa: Research ICT Africa.
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Olema, D.K. Nabitula, A. Manyiraho, D. &Atibuni, D.Z. (2021).Analysis of the Shift from Knowledge Based to Competency Based Education among Secondary School Teachers in Uganda. International Journal of Educational Research Vol.9, No 1, 2021.
Olusegun, S.B (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning: IOSR Journal, of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–7388, p-ISSN: 2320–737X Volume 5, Issue 6 Ver. I (Nov. - Dec. 2015), PP 66-70 www.iosrjournals.org
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Published
2024-05-26
How to Cite
Humphrey Gusango, E., Kagoire Ocheng, M. T., Wambi, M., Buluma, A., & Edwin Tusiime, W. (2024). Constructivists’ Teacher-Preparation Strategy for Crossover to the 21st Century: A Case of Eastern Uganda. GPH-International Journal of Educational Research, 7(04), 139-156. https://doi.org/10.5281/zenodo.11315926
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Copyright (c) 2024 Moses Wambi
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