Education in Africa 
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| Title: | The evaluation of teacher professional competencies in former non-white Namibian schools |
| Authors: | Mkandawire, Donton S.J. Marira, Chipo |
| Year: | 1993 |
| Periodical: | Zimbabwe Journal of Educational Research (ISSN 1013-3445) |
| Volume: | 5 |
| Issue: | 2 |
| Period: | July |
| Pages: | 124-153 |
| Language: | English |
| Notes: | biblio. refs., ills. |
| Geographic term: | Namibia |
| Subjects: | black education teachers secondary education education Teaching schools evaluation |
| Abstract: | The relationship between teacher competence and learner progress has been a subject of widespread attention in Namibia, because it has been suggested that teacher competence, particularly in former black schools, is ineffective and encourages rote learning and little thinking. The low pass rates in national examinations at the completion of junior and senior secondary school continue to be an area of great concern. With examination reforms currently under way in the country in which continuous student assessment will play a major role in evaluation, concern has been raised regarding teacher competence in educational assessment of students. Structured-observation schedules were constructed to assess selected teaching practices demonstrated by teachers in classrooms. These practices included teaching methods deployed; teacher initiating and responding behaviour; learner initiating and responding behaviour; selection and organization of learning activities; teacher competence in mastering subject content; teacher attitude; teacher competence in educational assessment of students. The findings confirm that the majority of teachers in former nonwhite Namibian schools greatly rely on chalk and talk lecturing methods. App., bibliogr., sum. |