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To Train or Not to Train?

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Ololube N., Amaele S., Kpolovie P.

Journal of Teacher Education for Sustainability

2009

vol. 11

issue 2

64-76

This research paper examines the professional and non-professional methodological competencies of secondary school teachers in Nigeria. The main focus of this study is to probe the impact of professional and non-professional methodological competencies as a predictor of teaching effectiveness. Although this exploration is survey research, a questionnaire was used for data gathering, and multiple statistical procedures were employed in the analysis. This study contributes to the field both in terms of theory and practice. Theoretically, it provides an outline of school effectiveness and quality improvement that can be used as a basis for further research. The study identifies factors that create barriers to methodological competencies for the two categories of teachers used in this study. It also describes the present situation on the ground in Nigerian secondary schools. At the practical level, this outline might guide school leaders, education planners and policy makers in their school effectiveness and quality improvement endeavors.

Competencies required for teachers in higher education to conduct classes using a strategic business game

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Wach A., Gaweł A.

e-mentor

2020

issue 2(84)

13-21

Contemporary business education should place more emphasis on the development of a proactive attitude among students, engage their creativity in problem solving, shape their analytical competencies and hone their skills related to teamwork, discussion and decision-making. However, this requires the teacher to replace the conventional transmission-based manner of conducting classes with an approach that places the student’s activity at the center. Any shift towards designing educational opportunities and supporting students in the process of constructing their knowledge requires a change in the methodological skills of teachers in higher education. The aim of this article is to present skills related to designing and conducting classes from a constructivist point of view, with the use of strategic business simulation games. The tasks of a teacher using constructivism were examined on the basis of in-depth interviews with university teachers who use business games in their work with students. The present case study shows that when the research participants teach, they create educational opportunities which place their students in problem situations and encourage them to make a series of managerial decisions. They activate the students’ prior knowledge, allow them to make mistakes, stimulate interactions in the process of negotiating the meaning of the reality and support them in realizing the knowledge they acquire. The teachers create a context and immerse the students in running a virtual business, giving them an opportunity to build integrated and holistic knowledge. By giving their students autonomy, they teach them self-reliance and responsibility. It was observed in the analyzed narrations that, apart from a change in tools connected with using a business simulation, there was also a change in thinking about learning and teaching. What is of particular importance in this context is that these changes were accompanied by the teacher’s development and a transformation from someone who based their classes mainly on experience and intuition, into a reflective and conscious educator who not only understands the mechanisms of learning and teaching, but can also name and explain them.

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1 Journal of Teacher Education for Sustainability

1 e-mentor

1 Amaele S.

1 Gaweł A.

1 Kpolovie P.

1 Ololube N.

1 Wach A.

1 2020

1 2009

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To Train or Not to Train?

Competencies required for teachers in higher education to conduct classes using a strategic business game