TEACHER COMPETENCE FOR ACHIEVING SUSTAINABLE NATIONAL DEVELOPMENT: PERCEPTION OF TEACHER EDUCATORS

A. C. Izuagba, A. O. Afurobi

Abstract


The intricate relationship between education and the sustainable development goals cannot be adequately discussed without a comprehensive understanding of the impact of the competences teachers bring to bear on their tasks which determine the extent of quality human resource development. This paper explored teacher educators’ perception of their competences and how these competences shape effective teaching and learning for the achievement of sustainable development goals. This descriptive survey is guided by four research questions and three hypotheses. Population comprised all teacher educators in the colleges of education in south east geopolitical zone of Nigeria totaling 2,310. The simple random sampling with non-replacement balloting technique was employed to select a sample of 351 teacher educators. The instrument was an 18-item questionnaire and data generated were analysed using percentages and chi square. Results show that sex and years of experience did not have any significant difference in teacher educators’ perception of the competences expected of teachers for the achievement of the SDGs while academic qualification did. Based on these recommendations were made among which are the need to build the capacity of teacher educators on these new skills and the need to revise the teacher education curriculum to integrate these new skills required of learners in the knowledge driven market.

 

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Keywords


teacher competence, sustainable development, educators’ perception

References


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