| dc.description.abstract | This study examined the influence of teaching practices on the acquisition of job related competencies by graduate teachers of Kyambogo and Uganda Martyrs Universities in secondary schools in Wakiso District, Uganda. The alumni of the BED programmes from KYU and UMU were preferred for this study since they have had prolonged exposure to the study variables this study investigated; and these two universities have the longest history implementing the BED programmes in Uganda. Objectives of the study were: to explore whether the BED curricula at KYU and UMU had a significant relationship with the graduate teachers’ content mastery in the subject areas; to establish the relationship between Teaching Methodology at university and acquisition of pedagogical competencies among graduates from KYU and UMU and to establish the extent to which KYU and UMU inculcate virtues required in professional practice among graduate teachers. This study used a co-relational survey design; both quantitative and qualitative approaches were used to collect data. This study used a sample of 30 alumni of the BED programme from each of the two universities teaching in 08 secondary schools in Wakiso District plus their head teachers, 02 members of the top management and 10 lecturers from each university. The alumni graduate teachers were sampled using snowball sampling technique while the members of top management in the two universities and the head teachers of the sampled schools were sampled using purposive sampling, then the lecturers from the faculties of education in the two universities were conveniently sampled. The findings revealed that there was a significant relationship between teaching methodology and acquisition of job related competences among graduate teachers while BED curricular and professional practice had insignificant relationships with acquisition of job related competences among graduate teachers. It was concluded that; the BED curricular at KYU and UMU do not significantly influence the Graduate teachers content mastery in their subject areas; while teaching methodology has a significant and positive influence on the acquisition of the pedagogical competencies among the graduate teachers of UMU and KYU; and that, to a smaller extent KYU and UMU inculcate virtues required in the professional practice among BED graduates. It was concluded that KYU and UMU administrators, staff and other stakeholders should embark on a review of the BED curricula to meet the demands of the labour market; both universities should ensure the active involvement of the key stake-holders in the curriculum review process; KYU and UMU administration should also invest more time and resources in retooling the academic staff in the area of the teaching methodology and related pedagogical aspects; KYU and UMU leadership should also invest more in the promotion of appropriate technologies to facilitate effective teaching and learning; It was recommended that; District Education Officers in collaboration with other stake holders, should organise refresher courses for practicing teachers to sharpen their knowledge and competencies in their subject areas; The MOE’s should strengthen the agencies responsible for monitoring, inspecting and support supervision of the sector in the district and country at large; and lastly graduate teachers could be encouraged to embrace continuous professional development workshops. further research, be conducted on Bachelor of Arts with education; and also that comparative studies be conducted on the Professional Teacher effectiveness among the graduates of the BED program and the Bachelor of Arts with Education program | en_US |
