Academic publications

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11951/16

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Browsing Academic publications by Author "Alfred Buluma"

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    Constructivists’ Teacher-Preparation Strategy for Crossover to the 21st Century: A Case of Eastern Uganda
    (Global Publication House, 2024) Emmanuel Humphrey Gusango; Mary Teophira Kagoire Ocheng; Moses Wambi; Alfred Buluma; Wycliff Edwin Tusiime
    This study aimed to explore the constructivists' teacher-preparation practices in selected Teacher Training Institutions (TTIs) in Eastern Uganda as leverage to derive a strategy that enables crossover to the 21st Century. A qualitative research design using purposively sampled Primary Teachers Colleges and 15 participants informed the study. Data were collected using multiple in-depth interviews and observations and analyzed following Moustakas's (1994) procedure. Data analysis and results revealed that teacher educators continue to rely on traditional approaches in instruction and supervision of school practice. This phenomenological study established the lived experiences of teacher educators and students in light of constructivists’ teaching. Colleges are nascent in implementing modern constructivist practices in education moving away from being stuck to traditional instructional practices and the lack of motivation and knowledge among teacher educators to adopt modern approaches. This research study adds to the existing pool of knowledge, suggesting how constructivist’ teaching can support teaching effectiveness and promote students’ learning by amplifying the need for pedagogical enhancement and digital fluency through integrating ICT and reflective practice in instruction. The study recommends establishing and setting up a Reflective Practice Laboratory at the Uganda National Institute for Teacher Education (UNITE)- Another Degree Awarding Institution in Uganda, and the affiliated Teacher Training Institutions (TTIs) for Teacher Educators and trainees’ induction on several constructivist’ practices that include systematic reflection, clinical supervision, use and integration of ICT and other interventions in congruence with the Education Agenda 2063 and 21st Century Skills.
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    Teachers’ Autonomy in Adapting Pedagogical Practices for Effective Implementation of the Secondary School Competency-Based Curriculum in Uganda
    (Gitoya Centre for Academic Research and Dissemination, 2024-12) Mary Teophira Ocheng Kagoire; Moses Wambi; Alfred Buluma; Wycliff Edwin Tusiime; Emmanuel Humphrey Gusango; John Senkumba
    This study intended to explore teachers' opinions on how much they used their autonomy to adapt their pedagogical practices as they implement the competency-based curriculum. The study used an online snowball sampling strategy, which involved sharing an online survey questionnaire with teachers on the authors' social media platforms, such as WhatsApp and emails, requesting participants to further share it in their networks. One hundred ninety-three nationwide secondary school teachers for seniors one to four volunteered to participate in the study. The study adopted the cross-section design, grounded in the positivist paradigm, using quantitative data collection and analysis methods. The study findings led the researchers to conclude that although teachers’ autonomy positively triggered their intrinsic motivation to innovate and contextualize the curriculum during the pre-active phase, they are yet to adapt to new pedagogies expected in implementing a competency-based curriculum. The study recommends that the Ministry of Education and Sports as well as school administrators institutionalize the teachers’ use of their autonomy to adapt the competency-based curriculum in their school context.
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    Teachers’ Perception on Implementing the Revised Lower Secondary Curriculum in Selected Schools in Uganda: A Focus on Emerging Issues and Coping Strategies
    (European Institute of Knowledge and Innovation, 2024-03-09) Moses Wambi; Mary Teophira Kagoire Ocheng; David Were; Alfred Buluma; Wycliff Edwin Tusiime; Michael Balituumye
    This study explored teachers’ perception on the implementation of Comptency-based Curriculum (CBC) in lower secondary schools in Uganda that was rolled out in 2020. The shift from the Knowledge-Based Curriculum (KBC) to CBC caused a cultural shock to those who had been nurtured in a purely teacher-centred curriculum! Teachers got challenged over their authority and autonomy in the delivery of instruction. Discussion was centred on teachers’ readiness to implement; pedagogical competences to plan, facilitate and assess CBC. In this phenomenological study, data was collected from 12 randomly selected secondary schools in urban, semi-urban and rural areas of Uganda. The population comprised teachers of Lower Secondary, Directors of Studies and Headteachers. Data was analyzed qualitatively through codes and themes and reported thematically, backed with verbatim quotations and statements from participants. Majority of the teachers were struggling with gaps in planning and content delivery, CBC stimulated hands-on-learning, teachers’ preparedness was considerably low due to lack of prior training, ICT integration was still an uphill task, majority of teachers were still stuck to traditional methodologies. CBC is too demanding and ambitious! NCDC should, therefore, design retooling packages for continuous capacity building, schools should promote peer mentorship, collaboration and Network initiatives.