Role of Curriculum-Content of Teacher Education in the Development of Core Teaching Competencies
DOI:
https://doi.org/10.62997/psi.2024a-31024Keywords:
Curriculum-Content, Teacher Education, Core Teaching CompetenciesAbstract
To identify the possible curriculum content (what type of content the prospective teachers have had), their own subjective opinions on what the content included and, in relation to that, how educational tasks/activities help in the development of teaching competencies. This article focused on evaluating the goals of three 'Foundational courses' out of the eight-course system. The research paper closely looked at teaching competency implementation by 3 university teachers and 5 prospective teachers who have been involved in preparing teaching competencies with the help of curriculum content since the start of the B.ED. The honors program's objectives are 3 "Foundational courses" out of eight courses. The research paper examined 3 university teachers and 5 prospective teachers who have been contributing to the development of teaching competencies by using curriculum content since the beginning of B.Ed. Honours program. Data was gathered through qualitative interviews, non-participant observations, and documents. The paper also concluded that curriculum content has a considerable contribution to the bolstering of core teaching competencies if it is delivered with intelligent objectives and accomplished by sophisticated educational enterprises. This study gathered primary data that showed students had heard about the official document of the program, clear criteria for assessment, and general and specific objectives of the program. That is why the analysis reveals that the professional use of content delivery and the tasks connected with it can stimulate students' activity and the acquisition of key teaching competencies in teacher education.
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