A Examining Teacher Pedagogic Practices in Competency-Based Approach Curriculum as a Contributor to Transformational Teaching in Cameroon
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Abstract
Transformational teaching is recommended so that education can adequately address the diverse needs of learners and prepare them to find solutions to the problems of today and stay relevant for the future. Remarkably, new pedagogies do not often build on current practices so that teachers can find linkages between what exists and how to smoothly transition to a new stage. Hence, despite efforts made to build the capacities of teachers for novel practices, their adoption still encounters resistance from teachers. This study examined pedagogic practices such as formative assessment, personalised instruction, pacing, dispositions, project-based learning, and practices with the technology of teachers knowledgeable in the competency-based curriculum adopted in secondary schools in <<blinded institution>> to determine the extent to which these variables can inform the uptake of transformational teaching practices so that teachers can make a smooth transition. Data collected through a teacher questionnaire was analysed, and multiple linear regression of variables was carried out. The study revealed that the existing competency-based approach can achieve significant transformational teaching goals. The study contributes to knowledge in the following: 1) we have isolated variables and items in existing practices that should be attended to for current approach to engage transformational teaching; 2) put forward a strategy that allow innovative practices to build on existing practices, thereby, removing barriers usually encountered when change is introduced in a method. Furthermore, findings will inform practitioners on designing and implementing effective transformational pedagogic strategies.
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