Teacher education pedagogical practices and the development of 21st Century competences among teacher trainees in Uganda: A case study of Kyambogo University
The purpose of this study was to examine the extent to which teacher education pedagogical practices nurture the development of 21st Century competencies among teacher trainees of Kyambogo University. Specifically, the study objectives were; to assess the instructional practices utilized in teacher education at Kyambogo University, analyze the assessment and feedback practices utilized in teacher education at Kyambogo University, examine the extent to which utilized teacher education pedagogical practices facilitate the development of critical thinking competencies among teacher trainees of Kyambogo University and assess the extent to which teacher education pedagogical practices facilitate the development of communication competences among teacher trainees of Kyambogo University. A qualitative case study design applying constructivism pedagogical theoretical principles were used in this study. The participants were 150 teacher trainees and 19 teacher educators drawn from the Faculty of Arts and Social Sciences, of Kyambogo University. A purposive sampling technique was used to select participants. Data were collected through observation, interviews, focus group discussions, and documentary reviews. Data were thematically analyzed. The study findings suggested that the instructional practices utilized in teacher education at Kyambogo University are; lectures, presentations, discussions, guided – reading, role-play, and drama while assessment practices were take-home assignments, tutorials, tutor marked tests, peer assessment, and hands-on exercises. It was concluded that the utilized instructional and assessment practices potentially develop Bloom’s high order critical thinking competencies as well as articulation, reading, listening, and writing communication competencies among teacher trainees. The study recommends that teacher educators should embrace active instructional and assessment pedagogical practices at the university. Secondly, teacher educators should regularly utilize higher-order pedagogical tasks in order to develop critical competencies among teacher trainees.
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