Improving Teaching and Learning in Technical Teacher and Instructor Training Institutions in Uganda: Implication of Learning Theories
##article.abstract##
The paper explores the extent to which learning theories are applied in the training of technical teachers and instructors in Uganda, ascertains those theories that are relevant. Data was collected from 238 respondents, including 145 students, 81 instructors and 12 principles and Ministry of Education and Sports (MOES) officials. Respondents were selected using purposive and convenience sampling. Structured questionnaires, interview guides and an observation schedule were used. Findings show that learning theories are not infused into the training of technical teachers and instructors. Learning theories were perceived by trainers as pure theory that had little application to technical teacher education. Respondents agreed that learning theories enable teachers to acquire professional skills and that they promote hands-on training. Respondents further agreed that constructivism, cognivitism and behaviorism can ensure high quality and effective teaching and learning in technical teacher education. The paper advocates for, a complete re-thinking of the design and implementation of Technical and Vocational Education (TVE) teacher training in Uganda to infuse in the three learning theories. Technical and Vocational Education and Training (TVET) teacher training in Uganda should open up to new and effective teaching and learning approaches that are based on the principles of learning theories. This will subsequently improve the quality of TVE teachers and instructors in Uganda.
References
Amin, M. E. (2005). Social Science Research: Conception, Methodology and Analysis. Kampala: Makerere University Printery.
Ary and Razavieh (2002). Research design and methodology. New York, Harcourt: Brace College Publishers.
Altinyelkien K, H. (2004). Technical and Vocational Training in Developing Countries.
Boyle, T. (1994). Designing for usability and effectiveness in a resource rich learning system. East-West Journal of Computers in Education, 1
Creswell,J.W.(1998). Qualitative Inquiry and research design; Choosing among five traditions Thousand Oaks London: sage
Denzin, N.K & Lincoln,Y.S.(2000). Handbook of Qualitative Research. Thousand Oaks London: Sage.
Egau O, J. (2014). Meeting the Challenges of Technical/Vocational Education: The Ugandan Experience. New York: Penn State University Press.
Gagne, R.M. (1984). Learning outcomes and their effects: Useful categories of human performance. American Psychologist, 39, 377-385.
Geert, P. (2008). Evaluation of the TVET Policy and Practice of ICCO, Woord En Daad and Edukans. New York: Plenum Press
Harzem, P. (2004). Behaviourism for new psychology: what was wrong with behaviourism and what is wrong with it now. Behaviour and Philosophy, 32, 5-12.
Kadocsa, L and Koppony, I.(2004). Quality-Based Cooperative Technical Teacher Training. The Journal of Technology Studies
Kessels, J. (1999). Linking Theory and Practice: Changing the Pedagogy of Teacher Education. Educational Researcher, 28(4), 4-17.
Radin, J.P. (Fall. 2009). Brain-Compatible Teaching and Learning: Implications for Teacher Education. EducHoriz, 88 (1).
Saunders, M., Lewis, P. and Thornhil, A. (2003). Research methods for business students. 2nd edition. Harlow: Financial Times Prentice Hall.
Sekaran, U. (2009). Research Methods for Business: A Skill Building Approach, 5th (ed), New York: Wiley.
Skinner, B.F. (1953). Science and human behavior. New York: Macmillan.
UNESCO (2005).Learning for work, Citizenship and sustainability Final Report. Bonn: UNESCO-UNEVOC
UNESCO-UNEVOC (2006).Orienting technical and vocational; education and training (TVET) for sustainable development. Bonn: UNESCO-UNEVOC.
Vernon, A. C and Reynold, J. (2011).Technical Vocational Instructor/Teacher Training (TVITT) Challenges. , London: Routledge
Vygotsky, L (1986). Thought and language. Cambridge, Ma: MIT Press
Wells, G. (2007). Semiotic Mediation, Dialogue and the Construction of Knowledge. Human Development 50 (5): 244–74.
Wadi. H. (2000). Teacher Training and Technology. TechKnowLogia, November/December 2000. Cambridge, MA: Harvard University Press.
Zikmund, W.G. (2000). Business research methods. 6th (ed). FL, USA: The Dryden Press.
