Content-based teacher education approach versus competence-based teacher education approach.

Autor/in	Chishimba, C. P.
Titel	Content-based teacher education approach versus competence-based teacher education approach.
Quelle	In: Prospects : quarterly review of comparative education, 31 (2001) 2, S. 229-238Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Literaturangaben 9
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0033-1538
Schlagwörter	Bildungsinhalt; Methode; Primarbereich; Lehrerausbildung; Curriculum; Fachdidaktik; Reform; Sambia
Abstract	"Primary teacher education colleges in Zambia offer a two-year pre- service programme aimed at preparing teachers to teach any of the seven primary school grades. The curriculum is content- or subject-based in both outlook and organization" and extremely divided artificially in more and more components, so that a "typical primary teacher training college has forty-five 40-minute periods a week into which are crammed the centrally examined subjects." The curriculum comprises 15 subjects. This overloaded curriculum does not leave time for students' initiative, creative thinking skills and problem solving skills and it is dysfunctional because it does not prepare students for the real situation in their future schools. So, calls for change have been rised in favour of a more competence-based approach. Since 1996 a process of reformulation of the curriculum was initiated. The article describes the main elements of this reform. (DIPF/Bi.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2003_(CD)