Querying the Application of University-Acquired Employability Competences among Fresh Secondary Teacher Education Graduates in Uganda
Abstract
The study investigated the application of university-embedded teaching skills in teaching and Learning by Fresh Education graduates in Mid-Western Uganda. It employed a qualitative method of data collection and analysis. This cross-sectional narrative found that teachers express themselves positively about the training they received while at the university, through innovative teaching methods, the quality application of the professional Code of Conduct, and sharing social experiences that motivate them. This is achieved by building strong relationships with students and helping learners recognise their abilities to the fullest by fostering creativity through confidence in them. Their adherence to proper classroom management as well as their promotion of a safe learning environment to enhance good teacher-student relationships. However, prior classroom management could lead to other pre-social disengaging and destructive behaviours that could be detrimental to learning and fresh teachers need to adopt and encompass preventive and responsive strategies to support and facilitate both social and emotional learning in the classroom. In Conclusion, institutions, more so Universities, need to emphasize the teaching of the latest pedagogical skills that enhance a whole round Bachelor of Secondary Education (BSE) teacher such as Critical Thinking, Problem-Solving, Emotional Intelligence, and Human Resource Management, among others with supportive and continuous Guidance and counselling among the students taught to build and enhance a high level of Academic Performance
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