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 the
classical theorist 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 develop the capacity of their
students to competitively stand out in all professional and
employability skills that should constitute the hall mark 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 us to insights that would assist the Nigerian teacher to
prove his mettle and develop in his student, the ability and
respect that would forge him into an individual of confidence,
skill and honour. This paper shares these insights.