The 21st Century competence-based pedagogy reform and sustainable teacher education through transformative learning model

Kum, Henry Asei and Bang, Nji Clement and Shafack, M Rosemary and Yaro, Loveline (2024) The 21st Century competence-based pedagogy reform and sustainable teacher education through transformative learning model. GEN-Multidisciplinary Journal of Sustainable Development, 2 (2). pp. 57-68. ISSN 2960-3455

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Abstract

Systems in the 21st century are increasingly embracing competency-based pedagogy (CBP) reform for sustainable education and socio-economy development mainly determined by teacher education (TE) and teaching quality. The CBP reform for sustainable development is complex and needs alternative TE and teaching with transformative learning (TL) insights that are still scantily spread in diverse fields. To assist in strengthening existing debilitations, the current article uses the TL model to analyse TE’s response to CBP reform for sustainable education. The main question is how TE responds to CBP reform for sustainable education through the TL model insight. To seek answers, the research design uses text comprehension, questionnaires and focus-group discussions with 409 samples in Cameroon CBP-reform-TE transitions. Outset findings reveal scanty TL insights with weak TE response to CBP reform for sustainable education that needs revival. Improving TL insights of articulating-diverse-prior-experience, engaging-critical-reflection-discourse, enacting-varied-interactive-practices; controlling-constrains and reusing-ongoing-evaluation-outcomes that iterate CBP reform also updated TE and student learning outcomes. In conclusion, iterating CBP reforms in TE themes needs a TL journey for trainees-teachers and learners as transformative agents who update mutual lifelong development outcomes. TE programs should respond to 21st-century pedagogy reforms for sustainable education and socio-economy development through further TL model characterisations.

Item Type:	Article
Additional Information and Comments:	Copyright (c) The Authors. This work is licensed under a Creative Commons Attribution 4.0 International License.
Faculty / Department:	Faculty of Education and Social Sciences > School of Education
Depositing User:	Henry Kum
Date Deposited:	09 Sep 2024 13:33
Last Modified:	12 Nov 2024 14:38
URI:	https://hira.hope.ac.uk/id/eprint/4357

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