Developing competency of teachers in basic education schools

Yuayai, Rerngrit; Chansirisira, Pacharawit; Numnaphol, Kochaporn

doi:10.5897/err2015.2194

Cited by 2 publications

(3 citation statements)

References 4 publications

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“…This result asserted thoughts proposed by [3] which ensured that "deep design" was a term used by purposefully to distinguish student-and learning-centred lesson planning from the classroom-centred activity-oriented planning that is common among beginning teachers. These results were also supported by [8] who found that factors of competency were: 1) the persistence in learning management and work practice, The study also used a satisfaction instrument developed by the AGU quality and excellence center administrated at the end of the course. Analysis of data revealed a high level of satisfaction with the course material i.e.…”

Section: Discussion Of Results and Conclusionsupporting

confidence: 59%

“…In their study [8] The original set of instructional design competencies was developed in 1986 as a result of more than a year of research, discussion, and validation by a group of instructional design professionals and academicians [9]. The level of proficiency described in the 1986 competencies was taken to represent an instructional de- In response to this changing environment, the IBSTPI set out to review and revise the ID competencies in the year 2000 and, more recently, in 2012.…”

Section: Introductionmentioning

confidence: 95%

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Assessing the Impact of an Instructional Design Course on Arabian Gulf University Distance Learning Students’ Instructional Design Competencies

Ismail¹,

Alkhazali²

2019

JSS

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This study investigated the impact of an instructional design graduate course (module) on the Arabian Gulf University graduate students' learning outcomes represented in the instructional design general competencies generated by the International Board of Standards for Training, Performance and Instruction (IBSTPI) 1986. The study also sought to provide an analysis of the general instructional design competencies and performance statements including Knowledge, Skills, and Affective competencies that are necessary to achieve effective instructional design and development outcomes with a specific focus on distance teaching and training applications. The study used a developmental research method guided by ADDIE instructional design model on a sample of 22 graduate diploma and master students in the department of distance learning. Results of data analysis revealed statistically significant differences (P ≤ 0.05) between the students' pre and post mean scores on instructional design general competencies scale in favor of the post administration. Data analysis results also indicated that students believed that the course content was realistic, clear, and useful. It links theory to its real and practical applications in the field of developing distance teaching and training materials. The huge content, the big effort required for successfully passing the course compared to other courses; as well as the short period of time allocated for studying the course materials represented the challenging part of the course. To improve the course outcomes in the future students recommended the need for an Arabic version of the workbook and renovation of the broken internet links related to course topics or replacing them with active ones.

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Section: Discussion Of Results and Conclusionsupporting

confidence: 59%

Section: Introductionmentioning

confidence: 95%

Assessing the Impact of an Instructional Design Course on Arabian Gulf University Distance Learning Students’ Instructional Design Competencies

Ismail¹,

Alkhazali²

2019

JSS

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“…Since 2006, the key competences had become the most significant curricular element in compulsory education (Yuayai, Chansirisira, & Numnaphol., 2015;Méndez-Alonso, Méndez-Giménez, & Fernández-Río, 2015). However, the way they should be implemented in schools is not clear, since there are no protocols defined by law.…”

Section: Introductionmentioning

confidence: 99%

The role of management administration to implement key competences in schools: a case study

Hortigüela-Alcalá

Pérez-Pueyo

Fernández-Río

2017

ESPIRAL-CUADERNOS DEL PROFESORADO

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El rol de la gestión directiva para implementar las competencias clave en las escuelas: un estudio de caso David Hortigüela Alcalá, Ángel Pérez-Pueyo (2) and Javier Fernández-RíoUniversity of Burgos, SpainUniversity of León, SpainUniversity of Oviedo, Spain ABSTRACT: The goal of this research was to assess the impact of management administration to implement key competencies in schools. All management teams of the 30 existing secondary schools in the city of Burgos agreed to participate. An experimental pre-test, post-test design and a mixed data extraction procedure, quantitative-qualitative, were used. Two groups were generated at random: A, experimental (16 schools) and B, control (14 schools). In the first one, key competencies were implemented under the supervision of the schools' management administration along the school year (deductive), while in schools in group B the implementation process was conducted by the teachers (inductive). Quantitative data was obtained through the key Competencies Implementation Questionnaire, while discussion groups were used for qualitative data collection. Quantitative results showed that the deductive procedure had a significant positive impact in the schools' identity and administration, and in the methodological and assessment strategies used by the teachers. Qualitative results reflected three themes: improve school coordination, teacher and training innovation, and student learning. It can be concluded that direct supervision from the school administrators seems to be necessary to successfully implement key competencies. Key words: key competences, management teams, continuing education teachers, methodology, student learning. RESUMEN: El objetivo de esta investigación fue analizar los efectos de un trabajo de secuenciación de las competencias clave (CCC) por los equipos directivos en: 1) la importancia para la gestión del centro, 2) la formación permanente del docente, 3) las estrategias metodológicas y evaluativas, y 4) el aprendizaje del alumnado. Todos los equipos directivos de los 30 Institutos de Educación Secundaria existentes en la ciudad de Burgos accedieron a participar. Se empleó un diseño experimental pretest-postest con grupos naturales y un procedimiento de extracción de datos mixto, cuantitativo-cualitativo. Se generaron dos grupos al azar, el A, experimental, con 16 centros, y el B, control, con 14. En el primero se llevó a cabo un trabajo de secuenciación de las CCC a lo largo de un curso escolar. El instrumento utilizado en la parte cuantitativa fue el cuestionario validado de implantación de las CCC, mientras que en la cualitativa fue un grupo de discusión con los integrantes de uno de los equipos directivos participantes. Los resultados reflejan cómo en el grupo A se encontraron mejoras significativas en la importancia de la secuenciación de las CCC para la gestión del centro y en las estrategias metodológicas y evaluativas. En este grupo, los miembros directivos más formados valoraron cómo más útil esta forma de trabajo a nivel profesional, mientr...

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Developing competency of teachers in basic education schools

Cited by 2 publications

References 4 publications

Assessing the Impact of an Instructional Design Course on Arabian Gulf University Distance Learning Students’ Instructional Design Competencies

Assessing the Impact of an Instructional Design Course on Arabian Gulf University Distance Learning Students’ Instructional Design Competencies

The role of management administration to implement key competences in schools: a case study

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