Ongoing Program Development: Teachers as Collaborators

1986 ◽  
Vol 5 (4) ◽  
pp. 272-279 ◽  
Author(s):  
Susan M. Schwager
Keyword(s):  
Physical Education ◽  
Staff Development ◽  
Student Performance ◽  
Program Development ◽  
Teacher Educators ◽  
School Administrators ◽  
Competency Based Education ◽  
Development Tool ◽  
Competency Based ◽  
The Impact

Competency-based education was used as a program development tool in a project featuring collaborative efforts among teachers, school administrators, and teacher educators to improve existing programs. The project focused on a systematic approach to upgrading the elementary physical education programs in the participating teachers’ school, and was sponsored by the Physical Education Program Development Center. The Center is a field-based organization, its purpose being to facilitate ongoing program and staff development in affiliated school districts. The study was to document and describe what happened and to assess the impact of the project on existing school programs. A variety of quantitative and qualitative data collection techniques were used. The results showed that 17 competency-based program segments were designed and implemented by the eight participating teachers. Some gains in student performance were noted. The teachers’ reactions to the use of competency-based education were generally favorable.

scholarly journals Internationalizing teacher education curricula: opportunities for academic staff development

2018 ◽  
Vol 26 (2) ◽  
pp. 157-169
Author(s):  
Mónica Lourenço
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Global Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Content Type ◽  
Academic Staff Development ◽  
The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

Reformed and reduced: Vocational education and structural oppression

2020 ◽  
Vol 12 (3) ◽  
pp. 276-291
Author(s):  
Teressa Schmidt
Keyword(s):  
Vocational Education ◽  
Social Mobility ◽  
Social Theory ◽  
Education And Training ◽  
Critical Social Theory ◽  
Vocational Education And Training ◽  
Competency Based Education ◽  
Competency Based ◽  
The Impact ◽  
And Training

Internationally, vocational education and training (VET) is intended to fulfil important economic and social objectives. There is, however, a concerning discourse relating to funding, esteem, reputation and quality, and questions have been raised about whether social mobility aspirations of the sector’s students are achieved or achievable. This paper argues that rather than resulting from deficiency or fault of VET, these issues are, instead, manifestations of the sector’s structural oppression. Further, unless this oppression is recognised and addressed as an underlying cause, VET’s troubles will remain. While acknowledging the claim may be contentious, the paper applies Freirean philosophy and contemporary critical social theory to examine the case of Australian VET, identifying the oppressive structures and policies which have progressively rendered the sector powerless and lacking the autonomy needed to enact positive and necessary change. It expounds upon Australian VET’s vulnerability to neoliberal educational reform along with the impact of competency based education and training (CBE/T), its reductionist curriculum, and the de-professionalisation of VET, its teachers and the vocations it serves, before proposing that any further reforms must be led from within the sector itself. While the paper focuses on Australian VET, its examination will likely hold meaning elsewhere.

scholarly journals Assessing an assessment: The review and redesign of a competency-based mid-degree evaluation

2018 ◽  
Vol 2 (4) ◽  
pp. 223-227
Author(s):  
Colleen A. Mayowski ◽  
Marie K. Norman ◽  
Wishwa N. Kapoor
Keyword(s):  
Student Satisfaction ◽  
Academic Medicine ◽  
Skills Development ◽  
Student Surveys ◽  
Effective Implementation ◽  
Competency Based Education ◽  
Communication Time ◽  
Competency Based ◽  
The Impact ◽  
Clinical And Translational Research

IntroductionLittle has been published about competency-based education in academic medicine, in particular how competencies are or should be assessed. This paper re-examines a competency-based assessment for M.S. students in clinical research, and “assesses the assessment” 4 years into its implementation.MethodsData were gathered from student surveys and interviews with program advisors, and common themes were identified. We then made refinements to the assessment, and student surveys were administered to evaluate the impact of the changes.ResultsResearch results suggested the need to improve communication, time the assessment to align with skills development and opportunities for planning, streamline, and clarify expectations with examples and templates. After implementing these changes, data suggest that student satisfaction has improved without any reduction in academic rigor.ConclusionThe effective implementation of competency-based training in clinical and translational research requires the development of a scholarly literature on effective methods of assessment. This paper contributes to that nascent body of research.

Establishing a Student-Centered Environment to Support All Learners

2017 ◽  
pp. 155-182 ◽  
Author(s):  
James D. Basham ◽  
Skip Stahl ◽  
Tracey Hall ◽  
Richard Allen Carter Jr.
Keyword(s):  
Personalized Learning ◽  
Traditional Education ◽  
Student Centered ◽  
Student Centered Learning ◽  
Education Practice ◽  
Self Regulated Learning ◽  
Competency Based Education ◽  
Competency Based ◽  
Turnaround Process ◽  
The Impact

Within this chapter, technology-enhanced personalized learning is highlighted as a model for supporting all students in an inclusionary setting. Content of the chapter is focused on the birth, development, growth, and the eventual demise of a student-centered-model in one turn-around school district. The chapter focuses on the interplay of teacher methods and expectations; the impact of real-time progress data by students and teachers, and the points of contact where innovation collided with the expectations of traditional education practice. The authors also discuss various political elements that emerged as a result of the turnaround process. Finally, elements of the roles of teachers, technology, data, self-regulated learning, and competency-based education are discussed relative to establishing a student-centered learning environment.

The impact of video technology on student performance in physical education

2013 ◽  
Vol 24 (1) ◽  
pp. 51-63 ◽  
Author(s):  
Jose Manuel Palao ◽  
Peter Andrew Hastie ◽  
Prudencia Guerrero Cruz ◽  
Enrique Ortega
Keyword(s):  
Physical Education ◽  
Student Performance ◽  
Video Technology ◽  
The Impact

scholarly journals Hands in medicine: understanding the impact of competency-based education on the formation of medical students’ identities in the United States

2016 ◽  
Vol 13 ◽  
pp. 31 ◽  
Author(s):  
Catherine Gonsalves ◽  
Zareen Zaidi
Keyword(s):  
United States ◽  
Medical Students ◽  
Identity Formation ◽  
Social Role ◽  
Clinical Skills ◽  
Core Competencies ◽  
The United States ◽  
Competency Based Education ◽  
Competency Based ◽  
The Impact

Purpose: There have been critiques that competency training, which defines the roles of a physician by simple, discrete tasks or measurable competencies, can cause students to compartmentalize and focus mainly on being assessed without understanding how the interconnected competencies help shape their role as future physicians. Losing the meaning and interaction of competencies can result in a focus on ‘doing the work of a physician’ rather than identity formation and ‘being a physician.’ This study aims to understand how competency-based education impacts the development of a medical student’s identity. Methods: Three ceramic models representing three core competencies ‘medical knowledge,’ ‘patient care,’ and ‘professionalism’ were used as sensitizing objects, while medical students reflected on the impact of competency-based education on identity formation. Qualitative analysis was used to identify common themes. Results: Students across all four years of medical school related to the ‘professionalism’ competency domain (50%). They reflected that ‘being an empathetic physician’ was the most important competency. Overall, students agreed that competency-based education played a significant role in the formation of their identity. Some students reflected on having difficulty in visualizing the interconnectedness between competencies, while others did not. Students reported that the assessment structure deemphasized ‘professionalism’ as a competency. Conclusion: Students perceive ‘professionalism’ as a competency that impacts their identity formation in the social role of ‘being a doctor,’ albeit a competency they are less likely to be assessed on. High-stakes exams, including the United States Medical Licensing Exam clinical skills exam, promote this perception.

scholarly journals Active Learning and Competency Preconditioning Strengthen Osteopathic Medical Student Performance, Physician Attributes, and Competency Assessments

2021 ◽  
Vol 10 (1) ◽  
pp. 10-10
Author(s):  
Vivek R Joshi ◽  
Michael J Younger ◽  
Bhargavi Joshi
Keyword(s):  
Active Learning ◽  
Medical School ◽  
Student Performance ◽  
Core Competencies ◽  
Strong Positive Correlation ◽  
Learning Tools ◽  
Traditional Lecture ◽  
Competency Based Education ◽  
Competency Based ◽  
Teacher Centered

Background: Medical education has been reliant on didactic lectures, which are predominantly teacher-centered learning. Competency-based education was introduced in North America and with this came a paradigm shift in how schools conceptualize curricula and measure learning outcomes. This modern approach started a change away from traditional lecture-based and teacher-centered curricula to a more student-centric approach using various tools. Competency based education is widely regarded as an outcome-based approach to design, implement and evaluate the curriculum using widely accepted competencies. Authorities recommend seven core competencies which have various indicators to address student performance. The main purpose of this research is to utilize active learning tools to enhance this approach and then assess competencies in the first year of medical school to improve academic outcomes as well as exposing students to competency domains on which they will be assessed and to ultimately create a complete physician. Methods: The study was conducted at a medical school during the first semester of medical school and included 145 students. Various active learning tools, such as modified case-based learning, quizzes, and case discussions, were used to assess competency in a biochemistry and genetics course, and these were compared to questions based on concepts delivered by the traditional lecture method. Results: Student performance on high-stakes examinations after active learning sessions on content and concepts had statistically higher average percentages on the second, third and fourth examinations. The average Diff (p) for the second, third, and fourth examination to the questions being considered for the study were (Diff p= 0.84, 0.83, and 0.92) with a positive moderate correlation for the second examination (r= 0.535) and strong positive correlation for the third and fourth examination (r=0.745 and r=0.856) for their final biochemistry grades. Conclusion: The study shows some positive and significant results that active learning methods are a useful and meaningful way to deliver a curriculum for a competency-based education system, and may be better suited than traditional lectures for providing content and assessing competencies which are necessary to become a complete physician.

scholarly journals An Evaluation of the Mentoral Support Programme of Directorate of Staff Development

2016 ◽  
Vol 33 (1) ◽  
Author(s):  
Tasleem Ullah ◽  
SaleemUllah Jundran
Keyword(s):  
Staff Development ◽  
Teacher Educators ◽  
Structured Interview ◽  
Mentoring Program ◽  
Chi Square ◽  
Support Programme ◽  
Chi Square Test ◽  
High Expenditure ◽  
Percentage Measure ◽  
The Impact

It was an impact assessment study that was conducted to assess the impact of District Teacher Educators (DTE) mentoral support upon Primary School Teachers (PST) professional progress in Punjab. The Punjab Government’s Continuous Professional Development (CPD) Program had been initiated through Directorate of Staff Development (DSD). Five years have passed since the start of this program. High expenditure was expected to be consumed for this task. Its effectiveness or the impact of this program needed to be assessed. Thus, the objectives were to assess the PSTs professional progress in the eight areas of mentoral support program, in M.B.D in district. The Questionnaire and Structured-Interview were taken as instruments. Data was hereby analyzed through percentage measure and Chi-square test. The sample consisted of two types of population. It was based upon 120 PSTs and 40 Heads of Secondary / Higher Secondary Schools working as Cluster Training and Support Centre (CTSC) Heads. Conclusions indicated that PSTs were satisfied about their professional progress acquired through DTEs. However, CTSC Heads were not found satisfied about the impact of DSD’s mentoring program.

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