Student Teachers’ Perceptions of Teaching Dance in Primary Schools

1997 ◽  
Vol 2 (2) ◽  
pp. 218-227 ◽  
Author(s):  
Linda Rolfe
Keyword(s):  
Student Teachers ◽  
Primary Schools ◽  
Teachers Perceptions ◽  
Perceptions Of Teaching

A Study of Student Teachers’ Perceptions of Teaching the Arts in Primary Schools

1998 ◽  
Vol 24 (1) ◽  
pp. 95-107 ◽  
Author(s):  
L. Green ◽  
S. Chedzoy ◽  
W. Harris ◽  
R. Mitchell ◽  
C. Naughton ◽  
...  
Keyword(s):  
Student Teachers ◽  
Primary Schools ◽  
Teachers Perceptions ◽  
The Arts ◽  
Perceptions Of Teaching

scholarly journals Teachers’ perceptions of reading instruction in selected primary schools in the Eastern Cape

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Madoda Cekiso
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Classroom Practice ◽  
Primary Schools ◽  
Reading Ability ◽  
Teaching Reading ◽  
Initial Training ◽  
Teachers Perceptions

Background: There is a general outcry that too many South African Foundation Phase (Grades 1–3) teachers do not know how to teach reading and are currently teaching reading in an ad hoc, unsystematic way.Objectives: In response to this, this study explored the Foundation Phase teachers’ perceptions of their role in teaching reading. The focus was on the relevance of the initial training, awareness of reading strategies and how these strategies were reflected in their classroom practice.Method: The study was qualitative in nature and a case study design was followed. Semi-structured interviews were conducted with nine teachers who were purposively selected from three public schools. Content analysis was used to analyse the data.Results: Regarding the initial training programme, teachers received at tertiary institutions, the findings of the study showed that the majority of teachers were not adequately prepared to teach reading and to deal with learners who experience problems in reading. Some teachers indicated that they were not even trained to teach in the Foundation Phase. The findings also showed that the majority of respondents doubted if their classroom practice would yield positive results as far as reading instruction is concerned. The findings further indicated that the majority of respondents only paid attention to oral reading (observing punctuation marks and pronunciation), without attending to reading comprehension. There was a general consensus that the new ways of teaching reading were necessary in order to improve the reading ability of learners.Conclusion: Recommendations based on the findings are that institutions of higher learning that train Foundation Phase teachers should do so in ways that adequately equip them to produce student teachers who are knowledgeable about research and theory regarding how individuals learn to read. Workshops on appropriate instruction of reading strategies are recommended for in-service teachers.

“We Wish We Could Be Heard”: Teachers’ Voices in Botswana Primary Schools

2018 ◽  
Vol 198 (2) ◽  
pp. 155-164
Author(s):  
Thenjiwe Major
Keyword(s):  
Student Teachers ◽  
Student Teacher ◽  
Primary Schools ◽  
Elementary Classrooms ◽  
Teachers Perceptions ◽  
University Of Botswana ◽  
Bachelor Of Education ◽  
Democratic Ideals ◽  
The Individual ◽  
The University

Education is a vehicle that can be used to oppress or liberate people in the society. Schools are places where democratic values are instilled into the individual learners. Teachers are curriculum implementers who play significant roles in instilling the democratic ideals. The purpose of this study was to investigate in-service student teachers’ perceptions of the extent to which democracy ideals are practicable in Botswana primary/elementary classrooms. The data were collected through written reflective essays from 25 bachelor of education final year in-service student teachers at the University of Botswana and two focus groups of 10 participants each. The findings of the study revealed that the promotion of democratic ideals in the classroom is a challenge. The emergent themes and reasons for this challenge is due to centralized curriculum-driven examinations, high student–teacher ratios, and a shortage of materials. The in-service teachers voiced a need for adherence to democratic ideals and concluded that infusion of those principles would result in learner friendly schools that develop critical thinkers who are self-reliant, and active participates in making decisions that affect their lives, thereby furthering the development of democracy in Botswana.

Differences in Perception of Teaching Leadership between Teachers and Students

2020 ◽  
Author(s):  
Ḥafṣa Azalea Azra
Keyword(s):  
Effective Teaching ◽  
Coastal Area ◽  
Goal Theory ◽  
College Teachers ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Teachers And Students ◽  
Perceptions Of Teaching ◽  
Teaching Leadership

Objective: This paper aims to reveal differences in students’ and teachers’ perception of the latter’s teaching leadership and discusses the characteristics of effective teaching leadership. Method: The current study investigates students’ and teachers’ perceptions of teaching leadership through questionnaires, divides their perceptive differences into three categories, and compiles interview outlines based on Baker’s Path-Goal theory. These three categories of teachers were selected, resulting in a sample of twenty-five college teachers from China’s coastal area, who were then interviewed in depth. Results: College teachers and students had different perceptions of teaching leaderships, with the most common being students having low evaluations and teachers having high self-evaluations. Six main characteristics of effective teaching leadership of university teachers are summarized from the coding analysis of interview results.

scholarly journals The voice, text, and the visual as semiotic companions: an analysis of the materiality and meaning potential of multimodal screen feedback

2021 ◽  
Author(s):  
Clare Tyrer
Keyword(s):  
Student Teachers ◽  
Research Literature ◽  
Written Feedback ◽  
Feedback Process ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
The Relationship ◽  
The Voice ◽  
Structured Video

AbstractThe gap between how learners interpret and act upon feedback has been widely documented in the research literature. What is less certain is the extent to which the modality and materiality of the feedback influence students’ and teachers’ perceptions. This article explores the semiotic potential of multimodal screen feedback to enhance written feedback. Guided by an “Inquiry Graphics” approach, situated within a semiotic theory of learning edusemiotic conceptual framework, constructions of meaning in relation to screencasting feedback were analysed to determine how and whether it could be incorporated into existing feedback practices. Semi-structured video elicitation interviews with student teachers were used to incorporate both micro and macro levels of analysis. The findings suggested that the relationship between the auditory, visual and textual elements in multimodal screen feedback enriched the feedback process, highlighting the importance of form in addition to content to aid understanding of written feedback. The constitutive role of design and material artefacts in feedback practices in initial teacher training pertinent to these findings is also discussed.

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