ArticleJournal of family medicine and primary care2023
Competency-based teacher education (CBTE): A training module to improve knowledge, attitude, and practices (KAP) of school teachers on learning disabilities in children.
Article in Journal of family medicine and primary care, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Article
- Involvement of the tutor in competency-based teacher education in medical college: How much need it?Journal of family medicine and primary care · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Inclusive education is a new approach towards a system of educating children with disabilities and learning difficulties with that of normal ones within the same crown. Competency-based teacher education (CBTE) is a framework in which teachers demonstrate their learned knowledge, attitude, and skills in order to achieve specific predetermined "competencies" for a specific course or at a specific educational institution. Children with learning disabilities have significant impairment in reading, writing, and mathematics in spite of normal intelligence and sensory abilities. Aim: The aim of the study was to evaluate the effectiveness of competency-based teacher education (CBTE) training module on knowledge, attitude, and practices (KAP) of school teachers regarding learning disabilities in children. Materials and Methods: This was a Quasi experimental study carried out in the month of December 2020 using one group pretest and posttest design. Thirty-five school teachers from a private school were randomly selected as study subjects who were handling classes for primary school students at Kolar. School teachers who had prior exposure in special schools and who had already worked as a counsellor were excluded from this study. Data were collected via a self-administrated method with structured questionnaires consist of 150 items including sociodemographic profile, knowledge, attitude, and practice of teachers regarding learning disabilities in children; the data were analysed using descriptive and inferential statistics. Results: The findings indicated that mean post-test knowledge score was 35.89, attitude score was 170.66, and practice score was 69.60. The effectiveness of CBTE training module was found to be statistically significant at Conclusion: The CBTE training module is an effective method in enhancing the knowledge, changing the desirable attitude, and developing good skills of school teachers regarding the identification and management of learning disabilities.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.