Keyword: teacher training

ABSTRACT: This research proposes a curriculum designed to promote the application of agile methodologies in classrooms. It identifies the key skills secondary school teachers need and categorizes them into three main areas: understanding the foundational concepts of agile methodologies, developing essential soft skills such as communication and teamwork, and enhancing digital proficiency. Guided by Gagné’s instructional design model, these competencies were systematically integrated into a well-structured curriculum with clearly defined modules and units. By focusing on these three areas – agile methodologies, transversal skills, and digital competences – the curriculum aims to help teachers embrace and apply agile principles in practical, meaningful ways. It supports teachers in actively integrating agile practices into their classrooms and equips them with tools to create dynamic, collaborative learning environments where students can develop important 21st-century skills, such as adaptability and problem-solving. By empowering teachers with these skills, the curriculum establishes a pathway to transform education, making it more responsive, student-centered, and prepared for the future. It bridges the gap between traditional teaching methods and the agile practices required in today’s rapidly evolving world, ensuring a smoother transition toward innovative and effective educational practices.

ABSTRACT: When teachers are confident in their ability to teach mathematics and science, it can inspire students to have confidence in their own abilities. Students are more likely to engage with and enjoy these subjects when they see their teacher’s interest and belief in the material. This study aimed at exploring teachers’ confidence of teaching mathematics and science as result of continuous professional development by the African Institute for Mathematical Science (AIMS Rwanda) through its Teacher Training Program (AIMS-TTP). It employed an ex post facto research design targeting 351 secondary school teachers. The findings revealed a positive and significant relationship (p < 0.05) between AIMS-TTP interventions and teachers’ confidence to teach mathematics and science. Besides, linear regression model indicated that the dependent variable Teachers’ Confidence to teach mathematics and science was regressed on predicting variables of improved capacity to plan, adapting teaching to the level of learners, Information Communication Technology (ICT) integrated in teaching and learning; learning from peers; addressing cross-cutting issues; effective implementation of the competence-based curriculum; and the application of bloom’s taxonomy. The independent variables significantly predict teachers’ confidence of teaching mathematics and science, F (7, 326) = 183.843, p < 0.001, which indicates that the factors under study have a significant impact on teachers’ confidence of teaching mathematics and science. Moreover, the findings (Adjusted R2 = 0.822, F (8, 342) = 197.055, p = 0.000 p < 0.05) indicated that 82.2% of the variance in improved teachers’ attitude in teaching mathematics and science evidences a significant influence on the total variance. Our research suggests that policymakers should consider developing and endorsing training on innovative teaching and learning methods to boost teachers’ confidence and attitude when it comes to instructing mathematics and science at basic levels. Trainings should also be extended to Technical Secondary School STEM teachers.