Conceptions of Supported Teaching in Schools: A Tripartite Perspective on Developing Teacher Professionalism in Ghana (Published)
This study explored the conceptions of pre-service teachers, mentors, and tutors regarding the supported teaching in schools at McCoy College of Education in the Nadowli-Kaleo District of Ghana and its impact on developing teacher professionalism. Utilizing a convergent mixed-methods design, data was collected from 200 pre-service teachers, 33 mentors, and 20 tutors through questionnaires and written qualitative responses. Quantitative findings revealed that the supported teaching in schools’ program positively influenced professional values and attitudes, professional knowledge, and professional practice. Mentors and tutors supported these outcomes, albeit with slightly lower scores, reflecting their observational perspectives. Qualitative results reinforced these findings, indicating that supported teaching in schools enabled pre-service teachers to apply ethical codes of conduct, manage classrooms effectively, utilize teaching resources, including Information and Communication Technology, and engage in culturally responsive practices. Participants expressed: “I have improved my values and attitudes, such as attendance and regularity at school, participation in school activities, and collaboration with mentors and colleagues.” The study concludes that supported teaching in schools offers a structured and experiential platform that effectively connects theory with practice, fostering the development of competent, reflective, and professional teachers. It is recommended that teacher education programs continue to integrate supported teaching in schools with enhanced mentorship and structured feedback to further strengthen professional development.
Keywords: Experiential Learning, Pre-Service Teachers, Tripartite, supported teaching in schools, teacher professionalism
An Evaluation of English Textbook of Grade VII in the Light of Competency Based Curriculum in Bangladesh (Published)
In Bangladesh, English textbook is the only material used widely for teaching English language. The textbook of class seven is designed based on the new curriculum following the experiential learning cycle, a theory of Kolb. The aims of this study are to justify the purposes of English textbook, to evaluate how the competencies are presented in the textbook and to check whether the experiential learning cycle is followed. Therefore, the study evaluates the strengths and weaknesses of this book regarding the presentation of four competencies as well as the presentation of four skills. Moreover, the research examines whether or not the units complete experiential learning cycle sequentially. The textbook provides enough opportunity for learners’ engagement. As the curriculum believes in learners’ autonomy and democratic practices, the book emphasizes group and pair work. However, there is very little scope for individual task. Based on the textbook analysis it is found that among 16 units, 7 units do not complete experiential learning cycle. During the evaluation the study also finds some other syntactic and semantic issues in the book. Beside these, the new curriculum is excellently organized. As it is designed following the new curriculum, it will have great impact on the teaching-learning system. Some recommendations are also made for improving the textbook for class seven.
Citation: Ullah M.A. and Khanum F. (2023) An Evaluation of English Textbook of Grade VII in the Light of Competency Based Curriculum in Bangladesh, International Journal of Education, Learning and Development, Vol. 11, No.4, pp.69-78
Keywords: English textbook, Experiential Learning, competency, competency based curriculum