TEACHER COMPETENCIES AND IRRELEVANT TEACHING METHODS: A CRITICAL ANALYSIS OF THE GAP BETWEEN TRAINING AND TEACHING PRACTICES AND ITS IMPACT ON STUDENT MOTIVATION TO LEARN
DOI:
https://doi.org/10.5281/zenodo.22240513Keywords:
teacher competencies, teaching methods, student learning motivation, teacher professional development, training-practice gap, student-centered learningAbstract
This article aims to critically analyze the relationship between teacher competencies, irrelevant teaching methods, and their impact on student learning motivation. Through a literature review using a critical analysis approach to scientific literature, this study identifies systemic gaps between teacher training and classroom teaching practices, as well as their implications for student engagement and motivation. The results of the analysis reveal that teacher professional development (TPD) programs, which have been implemented for more than four decades, have not succeeded in significantly transforming teaching practices due to theoretical training designs, program fragmentation, a lack of ongoing mentoring, and evaluations that are not impact-based. Irrelevant teaching methods—characterized by a teacher-centered, monotonous, and decontextualized approach—contribute 55.94% to low student motivation, which leads to decreased academic achievement, low participation, and barriers to the development of 21st-century competencies. This article recommends a comprehensive approach to bridge this gap, including the redesign of practice-based training, the implementation of impact-based evaluation, the adoption of student-centered methods, and the creation of a school environment that supports innovation. Systemic transformation in teacher professional development and teaching practices is an urgent imperative for improving student learning motivation and the overall quality of education.
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