Outcome-Based Teacher Education: A New Era in Teacher Preparation
Article Sidebar
Main Article Content
Abstract
This study aimed to analyse the emergence of Outcome-Based Teacher Education (OBTE) as a paradigm shift in the way teachers are prepared for modern classrooms. This study indicates that OBTE is a special and efficient way to help teachers adopt best practices and meet the learning objectives of trainees. The OBE program contrasts with the traditional educational approach, prioritising mastery of content over skill mastery. In the ongoing teaching-learning phases of the 21st century, students or teachers must become proficient in the curriculum and its contents, and this can be accomplished by using the OBTE approach rather than the traditional strategy. This innovative approach offered a novel perspective on the important transaction of teaching-learning and performance by ensuring that teachers are prepared to teach and meet the ever-changing demands of 21st century education. This study revealed that OBTE ensures that teachers are knowledgeable, skilled, adaptable, and capable of meeting the demands of 21st century education systems.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
References
Aquino, J. P. (1976). Performance-based Teacher Education: A Source Book. https://www.academia.edu/106921790/Performance_based_Teacher_Education_a_Source_Book
Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1, 5–12. file:///C:/Users/91973/Downloads/BIGGS_2014_Constructive%20alignment%20in%20university.pdf
Bruce, M. H., & Bernard Miller, H. (1976). PBTE as a research vehicle: A way out of the forest. Science Education, 60(1), 69–83. https://doi.org/10.1002/sce.3730600109 DOI: https://doi.org/10.1002/sce.3730600109
Dasgupta, S. & International Labour Organization. (2022). Global employment trends for youth 2022: Investing in transforming futures for young people. ILO. https://doi.org/10.54394/QSMU1809 DOI: https://doi.org/10.54394/QSMU1809
Davis, M. H. (2003). Outcome-Based Education. Journal of Veterinary Medical Education, 30(3), 258–263. https://doi.org/10.3138/jvme.30.3.258 DOI: https://doi.org/10.3138/jvme.30.3.258
Elfrida, D. (2020). Influence of teachers’ competence and implementation of international curriculum on teachers’ performance in North Jakarta International Schools. Tadbir : Jurnal Studi Manajemen Pendidikan, 4(1), Article 1. https://doi.org/10.29240/jsmp.v4i1.1358 DOI: https://doi.org/10.29240/jsmp.v4i1.1358
Field, H. (1979). Competency Based Teacher Education (CBTE): A Review of the Literature. British Journal of In-Service Education, 6(1), 39–42. https://doi.org/10.1080/0305763790060109 DOI: https://doi.org/10.1080/0305763790060109
Gurukkal, R. (2018). Towards Outcome-based Education. Higher Education for the Future, 5(1), 1–3. https://doi.org/10.1177/2347631117740456 DOI: https://doi.org/10.1177/2347631117740456
Harden, R. M. (2002). Developments in outcome-based education. Medical Teacher. https://doi.org/10.1080/01421590220120669 DOI: https://doi.org/10.1080/01421590220120669
Harden, R. M. (2007). Outcome-Based Education: The future is today. Medical Teacher, 29(7), 625–629. https://doi.org/10.1080/01421590701729930 DOI: https://doi.org/10.1080/01421590701729930
Harris, R., Guthrie, H., Hobart, B., & Lundberg, D. (1995). Competency-Based Education and Training: Between a Rock and a Whirlpool. MacMillan Education Australia. http://vuir.vu.edu.au/
Hong, W.-P. (2012). An International Study of the Changing Nature and Role of School Curricula: From Transmitting Content Knowledge to Developing Students’ Key Competencies. Asia Pacific Education Review, 13(1), 27–37. https://doi.org/10.1007/s12564-011-9171-z DOI: https://doi.org/10.1007/s12564-011-9171-z
Iloanya, J. (2019). Preparing the 21st Century Teacher for the Implementation of Outcomes-Based Education: The Practical Reality. American Journal of Educational Research, 7(7), 439–444. https://doi.org/10.12691/education-7-7-2 DOI: https://doi.org/10.12691/education-7-7-2
Inclusion in education | UNESCO. (2021). Retrieved February 1, 2025, from https://www.unesco.org/en/inclusion-education
Jiao, Y., Han, Y., & Ou, P. (2023). An Evidence-based Meta-analysis on the Outcomes of Teacher Education under the Concept of Outcome-Based Education. Journal of Education and Educational Research, 6, 61–66. https://doi.org/10.54097/jeer.v6i2.14744 DOI: https://doi.org/10.54097/jeer.v6i2.14744
Karim, N. A.-H. A., & Yin, K. Y. (2013). Outcome-Based Education: An approach for teaching and learning development. Journal of Research, Policy & Practice of Teachers and Teacher Education, 3(1), Article 1. https://ojs.upsi.edu.my/index.php/JRPPTTE/article/view/164
Killen, D. R. (2000). Outcomes-Based Education: Principles And Possibilities. https://academic.payap.ac.th/pyu/uploads/userfiles/file/KM/2558/1_-2-Killen_paper_good-kena-baca1.pdf
Komba, S. C., & Mwandaji, M. (2015). Reflections on the Implementation of Competence Based Curriculum in Tanzanian Secondary Schools. Journal of Education and Learning, 4(2), p73. https://doi.org/10.5539/jel.v4n2p73 DOI: https://doi.org/10.5539/jel.v4n2p73
M, S., & Ravi, R. (2011). Outcome Based Education. 3, 87–91.
Merrow, J. (1975). The Politics of Competence: A Review of Competency-based Teacher Education. Basic Skills Program on Teaching, National Institute of Education.
Mkonongwa, D. L. M. (2018). Competency-based teaching and learning approach towards quality education. https://www.semanticscholar.org/paper/Competency-based-teaching-and-learning-approach Mkonongwa/3c9e58278db5a26a24bd576328946a622ba994bb
Ministry of Education. National Education Policy (2020). Retrieved October 15, 2024, from https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
Nessipbayeva, O. (2012). The Competencies of the Modern Teacher. In Bulgarian Comparative Education Society. Bulgarian Comparative Education Society.
NIngsih, L., Sugiantari, K., & Widnyani, N. (2024). The Influence of Teacher Competency, Teacher Commitment, and Workload on Teacher Performance. Jurnal Manajemen, 15, 455–468. https://doi.org/10.32832/jm-uika.v15i3.15063 DOI: https://doi.org/10.32832/jm-uika.v15i3.15063
Rao, N. J. (2020). Outcome-based Education: An Outline. Higher Education for the Future, 7(1), 5–21. https://doi.org/10.1177/2347631119886418 DOI: https://doi.org/10.1177/2347631119886418
S, N. (1983). A competency based programme in teacher education curriculum. https://shodhganga.inflibnet.ac.in:8443/jspui/handle/10603/191189
Sarkar, D., & Kurup, A. (2023). Outcome-based Education as Janus-faced Travelling Theory: Appeal for a Broader Research Agenda. Higher Education for the Future, 10(2), 139–152. https://doi.org/10.1177/23476311231173486 DOI: https://doi.org/10.1177/23476311231173486
Serdenciuc, N. L. (2013). Competency-based Education – Implications on Teachers’ Training. Procedia - Social and Behavioral Sciences, 76, 754–758. https://doi.org/10.1016/j.sbspro.2013.04.200 DOI: https://doi.org/10.1016/j.sbspro.2013.04.200
Spady, W. G. (1994). Outcome-Based Education: Critical Issues and Answers. American Association of School Administrators, 1801 North Moore Street, Arlington, VA 22209 (Stock No. https://eric.ed.gov/?id=ED380910
UNESCO (2020). With over 63 million teachers impacted by the COVID-19 crisis, on World Teachers’ Day, UNESCO urges increased investment in teachers for Learning Recovery | Retrieved December 12, 2024, from https://www.unesco.org/en/articles/over-63-million-teachers-impacted-covid-19-crisis-world-teachers-day-unesco-urges-increased
Wang, J., & Arghode, V. (2016). Exploring trainers’ engaging instructional practices: A collective case study. European Journal of Training and Development, 40, 111–127. https://doi.org/10.1108/EJTD-04-2015-0033 DOI: https://doi.org/10.1108/EJTD-04-2015-0033
World Bank Report. (2018). Retrieved February 4, 2025, from https://openknowledge.worldbank.org/bitstream/handle/10986/28340/9781464810961.pdf
World Economic Forum. (2020). Recession and Automation Changes Our Future of Work, But There are Jobs Coming. https://www.weforum.org/press/2020/10/recession-and-automation-changes-our-future-of-work-but-there-are-jobs-coming-report-says-52c5162fce/
Yang, S. (2023). Research on Curriculum Reform in Teacher Education Courses Based on the Outcomes-Based Education (OBE) Philosophy. Curriculum and Teaching Methodology, 6(19). https://doi.org/10.23977/curtm.2023.061901 DOI: https://doi.org/10.23977/curtm.2023.061901