Improvement needs of Nigerian technical college teachers in teaching vocational and technical subjects

Okolie, Ugochukwu Chinonso; Elom, Elisha N.; Osuji, Catherine U.; Igwe, Paul Agu

doi:10.1080/14480220.2019.1602207

Cited by 8 publications

(1 citation statement)

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“…TVET teachers also needed a range of skills to develop their competencies, such as preparation and organizing materials for daily classes, practicing procedure to handle student conduct, and creating a teaching atmosphere that promotes learners to participate actively in group or individual learning activities [6; 7; 8]. In order to ensure that TVET teachers are ready for inclusive education, opportunities should be provided to get along with learners with unique requirements (Ismail, Hassan, Bakar, Hussin, Hanafiah & [9],; Chinonso Okolie, Nwonu Elom, Uchechukwu Osuji, & Agu Igwe, 2019 [10]), learn about inclusive education strategies and policies (Armstrong, Armstrong, & Spandagou, [11]), and receive assistance for inclusive classroom education [12]. On the other side, in order to accomplish the teaching process in the inclusive classroom, teachers need to think about the significant skills and competencies to be prepared for them.…”

Section: Introductionmentioning

confidence: 99%

Teachers' Competency Requirement for Implementation of Inclusive Education in Nigeria

Abba¹,

Rashid²

2020

ujer

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This study examined the influence of TVET teachers' competency required for effective implementation of inclusive education in Adamawa State, Nigeria. Five teachers' competence variables-methodological competence, motivational competence, material utilization competence, instructional process competence and teaching evaluation competence were studied. A case study was used in five secondary schools involving 20 technical and vocational education and training teachers. A period of six month was used for data collection in North East Nigeria. The study employed observation, interviews and document analysis as methods of data collection. The observation method was conducted three times in the classrooms. Two sets of interview questions were set up and used in four different sessions. The findings of the study showed that TVET teachers' motivational competence, methodological competence and evaluation competence had a high influence on the implementation of inclusive education curriculum. Based on the results, the research proposes recruiting more competent TVET teachers, adopting efficient teacher material utilization techniques and instructional process competence for TVET teachers to promote efficient application of inclusive education curriculum. In addition, further study is suggested in other parts of the country on a wider geographical area or a replication of this studies.

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Section: Introductionmentioning

confidence: 99%