Situating inservice teacher training in reform community of developing holistic competence to engage practice

Nji Clement Bang; Florence Ndfuto Takop

doi:10.59400/fes.v2i4.1621

Situating inservice teacher training in reform community of developing holistic competence to engage practice

Nji Clement Bang Ministry of Secondary Education, University of Buea, ISTAMA/INUBIL, Douala, P.O. Box 3223 Cameroon
Florence Ndfuto Takop Ministry of Secondary Education, University of Buea, ISTAMA/INUBIL, Douala, P.O. Box 3223 Cameroon

Article ID: 1621

58 Views, 71 PDF Downloads

DOI: https://doi.org/10.59400/fes.v2i4.1621

Keywords: situated learning; inservice teacher training; community of practice; competence based education reform; career pathway-centric training

Abstract

This article investigates the situating of inservice teacher training (TT) in teaching-learning, education, and other sector reform communities for developing holistic competence to engage practice. It vignettes a holistic inservice TT resilience to situate in an often transient reform community of developing capacity to engage practice, including competence-based education (CBE) reform that often spews vague ideas in pieces amid low incentive and commitment to undergo practice. To assist, this article adopts the situated learning lens to investigate the extent to which contextualising inservice TT in authentic teaching-learning reform community resources develops competence to engage practice. In this holistic regard, the article mixes text, interview, and questionnaire methods involving 420 Cameroon inservice TT-CBE reform community subjects as part of the global education-for-all-practice reform flow. From findings, few teachers undergo narrow inservice training and lead few partners in reform oration, resenting few means and evading complex teaching-learning reform community practices. Inservice TT’s bare oration of public education policy and reform community changes prepares teachers to facilitate teacher-centred acquisition of less competence than what learners need to engage practice. The article opines ongoing inservice TT preplanning-research, onsite activity, and outcome sustainability themes to further situate in authentic reform community resources to develop holistic competence to engage complex practice.

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Published

2024-11-04

How to Cite

Bang, N. C., & Takop, F. N. (2024). Situating inservice teacher training in reform community of developing holistic competence to engage practice. Forum for Education Studies, 2(4), 1621. https://doi.org/10.59400/fes.v2i4.1621

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