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Philosophy of Teachers’ Epistem...
Philosophy of Teachers’ Epistemic Beliefs for Changing Pedagogy: A Paradigm Shift to Competency-Based Education offers pedagogical insights into the paradigm shift intended by the 21st Century competency-based education. The authors, informed by both policy and research on education, argue that implementation of competency-based education requires anchoring pedagogical explorations on the epistemology of a competency-based curriculum. Research in personal epistemology reveals that teachers enact espoused epistemic beliefs in classroom pedagogical practice. Teachers must be empowered to change their pedagogical competencies by drawing their attention to their default epistemic beliefs which must be replaced by what is aligned with the epistemology of a competency-based curriculum.
The book makes the case that curriculum reforms necessarily imply pedagogical reforms. That is, pedagogy is parasitical on the epistemology of curriculum. The book exposes the underpinning epistemology of competency-based curriculum in Kenya and has gone further to derive epistemic beliefs that teachers should acquire to facilitate their efforts at reforming their pedagogy aligned to Competency-based education.
We live in a time of radical revolution where knowledge is a critical factor in all sectors of society. The education sector is charged with the responsibility of empowering learners as creators of knowledge. Learning how to learn is a key competency in adapting, utilizing and experimenting with novel conceptions of knowledge which includes changing teachers’ epistemic beliefs and attitudes.
This book is resourceful for policy-makers in teacher education, teacher educators at university and teacher training colleges, educationists, practicing classroom teachers, education researchers, school managers and readers interested in facilitating effective pedagogical change for the implementation of competency-based education.
What Others Say
“The authors of this book have competently simplified the technical aspects of CBE in such a way that the reader would readily understand the extent to which CBE is the way forward for nurturing 21st Century skills and competencies through formal education.” - Samson Okuro Gunga, Professor of Philosophy of Education, Faculty of Education, The University of Nairobi.
Scholarly Research: Writing and Publi...
Scholarly Research: Writing and Publishing into Journals and Books captures the value, process and publication of research findings. The core thesis is that conducting research is uniquely significant as it is one of the age-old means of responding to the diverse questions that face humanity. Indeed, systematic, objective, and rigorous research form the basis of most cutting-edge discoveries in the history of mankind.
Conducting research is one step in the knowledge construction enterprise; dissemination is the other. Unless research results are disseminated, their significance is considerably undermined. Dissemination ensures that claims made by a researcher are interrogated, shaped, and re-interpreted by peers which forms the basis of additional scholarly discourse and calls for further research, ad infinitum. Dissemination also ensures that research findings reach policy makers and inform policy formulation.
While findings from research can be disseminated through a number of outlets, this book focuses on academic publishing in books and journals. It describes the core principles in academic research and its reporting, guided by time-tested conventions that have evolved in the field over time.
We discuss, as a foundation, what scholarly research is and explore writing for scholarly publication in the form of journals and books. It is hoped that this work will generate intellectual conversations, amongst our research peers and beyond, especially with regard to the broad concept of epistemology in practice.
Ludic Activities in Foreign Language ...
Teachers of the French language in the Department of European and Oriental Language at Makerere University kept wondering what could be done to help young beginner learners of French to speak the language more efficiently and be effortlessly creative. By general observation, the teachers noted that this could best be done through games and play-like activities. This was later to be verified through French Holiday Camps or Cadres de Vie en Francais.
The initiative of the “CAVIF Project” identified a gap that the teachers were eager to fill. However, with the ending of the initial financing of the Federarion Internationale des Professeurs de Francais (FIPF) it became apparent that pedagogical goal needed several years of trial before fully responding to the curriculum needs with supporting evidence. The study took five years of organizing mini-language immersion camps for secondary school learners of French. This process, supported by a Fulbright African Scholar Fellowship at the University of Connecticut for the corresponding editor, resulted in the collective publication of this title, Ludic Activities in the Learning of Foreign Languages: The CAVIF Project of Uganda. This book is a record and an assessment of five years of experiential and collaborative learning aimed at improving students’ interactive skills through the use of word and number games, songs, photographs, proverbs, French cuisine, excursions, drama, debate and talent show. The application of these interactive pedagogical approaches will be helpful to readers not only for increasing learner motivation but also for making the learning environment in non-Francopnone contexts more conducive.
