在卢旺达调整以能力为基础的课程所使用的培训战略

Kizito Ndihokubwayo, Rugema Leon. Mugabo, Edwin Byusa, Hashituky Telesphore Habiyaremye
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引用次数: 5

摘要

本研究旨在探讨能力本位课程培训师在2018年12月至2019年1月在卢旺达对未来小学教师、教师培训学院(TTC)导师和TTC示范学校教师进行培训时使用的培训策略。研究人员走访了两个训练场,观察了不同训练员两周的训练情况。结果分析发现,教练员的训练策略和训练方式各不相同。其中一些,如角色扮演,在圈子里学习,互动式培训师被认为是很好的培训策略,因为当培训师使用它们时,受训者被激励并提供了良好的反馈。另一方面,一些培训策略,如讲座、小组作业、一对一培训师对学员的兴趣不大。因此,本研究建议培训组织者考虑鼓励培训师使用有效的培训策略。关键词:能力本位课程,培训策略,未来小学教师,一般观察协议,卢旺达教育委员会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
TRAINING STRATEGIES USED IN STRAIGHTENING COMPETENCE-BASED CURRICULUM IN RWANDA
This research intends to explore the training strategies used by competence-based curriculum trainers during the training of future primary school teachers, teacher training college (TTC) tutors, and TTC demonstration schools’ teachers that took place from December 2018 to January 2019 in Rwanda. The researchers visited two training sites and observed different trainers’ practices for two weeks. The analysis of results found out that the trainers have different training strategies and practices. Some of them such as role-playing, learning at the circle, interactive trainers were observed to be good training strategies as when trainers used them, trainees were motivated and provided good feedback. On the other hand, some of the training strategies such as lecture, group work and one to one trainer have shown a little interest in trainees. Therefore, this research recommends the training organisers to think of encouraging trainers to use effective training strategies as the present study revealed. Keywords: competence-based curriculum, training strategies, future primary school teachers, general observation protocol, Rwanda Education Board.
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