Developing the capacity of Nigerian teachers in training through constructive alignment principles

Abstract

Constructive alignment is an outcome-based approach to teaching in which the learning outcomes that students intend to achieve are defined before teaching takes place. The principles behind the concept of constructive alignment had been with experts in the field of curriculum studies since the time of classical theory when Ralph Tyler posed the four very important questions that have influenced teaching to date. However, the effective negotiation of intended learning outcomes and the alignment of leaning activities and assessment methods have remained serious missing links generally, making it difficult for Nigerian teachers to effectively nurture in their students the capacity for competitive professionalism and employability skills that should constitute the hallmark of the educated. Teachers cannot give what they do not have. Thanks to globalisation efforts and the sharing of successful efforts for the good of humanity. Participating in Tuning Africa II program exposed me to insights that would assist the Nigerian teacher to prove his mettle and develop in his students, the ability and respect that would shape them into individuals of confidence, skill and honour. This paper shares these insights.

Keywords: constructive alignment, ILOs, learning tasks, competences, quality enhancement