Enhancing teacher training skills by strengthening the teaching practice component

2018 ◽  
Vol 60 (3) ◽  
pp. 251-262
Author(s):  
Heather Nadia Phillips ◽  
Rajendra Chetty
Keyword(s):  
Teacher Training ◽  
South African ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Practical Experience ◽  
Original Research ◽  
Content Type ◽  
Original Research Paper ◽  
Training Institutions ◽  
Group Interviews

Purpose The ongoing theory vs practice debate reinforces the problems facing teacher training institutions which need to challenge traditional programmes and work towards a tighter coherence between coursework and practical experience. Working more closely with schools to restructure teaching practice is necessary in order to create better tuition experience for students. The paper aims to discuss these issues. Design/methodology/approach This project is situated within an interpretivist paradigm and is qualitative in nature. A sample of four South African education faculties was included. Semi-structured and focus group interviews were used to collect data from fourth-year BEd students, lecturers and in-service practitioners. Findings The findings indicated that the participants believed that the lack of actual classroom experience, and ineffective organisation of teaching practice, resulted in students feeling ill-equipped. Suggestions are made to improve the organisation of teaching experience and mentorship programmes. Originality/value This is an original research paper and it has value for teacher education.

scholarly journals Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Dinavence Arinaitwe
Keyword(s):  
Teacher Training ◽  
Institutional Capacity ◽  
Government Support ◽  
Activity Systems ◽  
Vocational Teacher ◽  
Training Institutions ◽  
Group Interviews ◽  
Cultural Historical Activity ◽  
Collaborative Activities ◽  
The University

AbstractThe study aimed to identify and understand practices and strategies for enhancing learning through collaboration among a master’s degree in vocational pedagogy (MVP) program, vocational teacher training institutions (VTIs), and workplaces. Using in-depth semi-structured individual and focus group interviews, data were obtained from administrators, mentors, supervisors, students, teachers, officers/managers of the MVP, two VTIs, and four workplaces from central and eastern parts of Uganda. The data analysis was based on Engestrom’s cultural-historical activity theory (CHAT) particularly the concept of expansive learning for resolving contradictions within human activity systems. The findings revealed a need for involving actors in timely planning and disseminating the activity plans, increasing duration for collaborative activities as well as involving the students in the tracking of MVP activity record in fostering the institutional capacity to plan and implement collaborative activities. To strengthen the institutional capacity to supervise learning under collaborative activities, findings indicated a need to engaging workplace mentors and facilitators in learning at the MVP as well as joint supervision and collaborative development of supervision guidelines. To foster the communication between partners, the findings revealed a need to institute a collaboration focal person, providing feedback to collaborating actors and government support on a policy encouraging workplaces’ involvement in vocational training. Relationship issues revealed a need to initiate collaboration based on a signed memorandum of understanding as well as organising workshops and symposiums to equip and orient actors to MVP work methods and practices. Due to contradicting learning cultures and traditions amongst the activity systems, some of the suggested strategies required renegotiating the system especially the university before being implemented to minimise further challenges.

Tyfu i Fyny/Growing Up interactive bi-lingual resources to support the delivery of sex and relationships education for students aged 5 to 12 years

2015 ◽  
Vol 115 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Judith Roberts
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Initial Evaluation ◽  
Growing Up ◽  
Web Based ◽  
Content Type ◽  
Teachers And Students

Purpose – The purpose of this paper is to describe the development of new interactive, bi-lingual Sex and Relationships Education (SRE) resources called Tyfu i Fyny/Growing Up, suitable for students aged between five and 12 years. It also discusses the evidence used to support the development of the resources, the support provided for teachers and parents and an initial evaluation following their use. Design/methodology/approach – Tyfu i Fyny/Growing Up are interactive bi-lingual (Welsh and English) SRE teaching resources for primary schools suitable for students aged five to 12 years. These resources comprise of two components, an interactive electronic web-based programme and a floor mat illustrating a naked boy and girl. The electronic web-based programme is used to introduce puberty changes, loving relationships, conception, pregnancy and birth and is suitable for students aged nine to 12 years. The floor mat is suitable to be used with students aged between five and 12 years. Teaching activities can include naming body parts, discussing gender differences, personal safety, distinguishing between appropriate and inappropriate touching, discussing puberty changes and other health promotion activities as well as delivering aspects of the National Curriculum for Wales. Findings – The results from the initial evaluation undertaken with year six students and teachers demonstrates how the resources have impacted on the teaching and learning experiences of primary teachers and students. It also demonstrates how the teacher training sessions and using the Tyfu i Fyny/Growing Up resources have increased teachers’ confidence in delivering SRE. Practical implications – The learning experiences of students and their enjoyment of using the Tyfu i Fyny/Growing Up resources were significantly high. The implementation of teacher training improved teaching practice and increased teachers’ confidence in the subject. The resources have facilitated the delivery of effective whole school comprehensive SRE programmes for primary schools. These factors confirm the value of the investment given to their development. The resources could easily be customised in line with diverse ethnic, cultural, linguistic and religious requirements. Originality/value – This paper demonstrates how the Tyfu i Fyny/Growing Up interactive SRE resources have influenced the teaching and learning experiences of primary school teachers and students.

scholarly journals Intercultural sensitivity and its effects on ELT curricula – Teacher insights

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Walead Etri
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Intercultural Sensitivity ◽  
Learning Experience ◽  
English Language Teaching ◽  
Original Research ◽  
Data Generation ◽  
Content Type ◽  
Teaching Context ◽  
Group Interviews

PurposeThis qualitative research set out to understand what teachers’ assessments were of the context of teaching as it relates to the curriculum, and what they consider appropriate for an optimal teaching and learning experience in a university english language teaching (ELT) context.Design/methodology/approachQualitative data were deemed required to understand the effects and understanding teachers had of the ELT curriculum as it played out in their teaching context. Focus group interviews and observations were the main method for data generation.FindingsThe context has a bearing on the ongoing development of teachers’ intercultural sensitivity (IS) frames and how they address IS over time in their context of teaching as it pertains to curriculum.Originality/valueThis is an original research paper which gives insight to knowledge about the relationship between ELT, curriculum and culture.

scholarly journals A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: perceptions of students

2016 ◽  
Vol 4 (3) ◽  
pp. 71-85
Author(s):  
Zuzana Straková
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Teaching Practice ◽  
School Context ◽  
Teaching Experience ◽  
Lesson Plans ◽  
Beneficial Effects ◽  
Teaching Aids ◽  
Hands On ◽  
Specific Duty

Abstract Trainees in teacher training programmes experience a variety of courses focusing on helping them to master the basic skills as future language teachers. The most important issue in the entire training is the appropriate balance between the input they receive from the trainer and the hands-on experience in which they learn through experience. One of the best hands-on activities during teacher training is indisputably teaching practice, i.e. real experience of trainees in the school context. Teaching practice offers to trainees first experience with teaching English lessons with holding responsibility for planning, carrying out the lessons as well as learning from this experience, maintaining a good rapport with students and many other aspects. Since trainees work in the external setting without the presence of their Methodology course trainers, it is often a custom to ask trainees to keep a portfolio with lesson plans or material they used during teaching as well as some reflections on the first teaching experience, so that the trainers could create a picture of how their trainees succeeded “out there”. Such a portfolio serves as a useful tool not only for the trainee since the portfolio offers a record of how they managed to carry out specific duty at a specific time; portfolio of this type can provide the trainer with a plastic picture of how trainee managed to apply what they had learned in their Methodology courses. There are many elements which can be included in the teaching practice portfolio such as lesson plans, reflections, various case studies, textbook evaluations, sample teaching aids prepared by the trainee, etc. However, the biggest benefit that portfolio provides the trainee with is the reflection itself – thinking about how successfully something has been mastered and thinking about how things could be done better. EPOSTL (European Portfolio for Student Teachers of Languages) where trainees focus on self-evaluation of their own teaching skills is one of the tools that can help to focus the trainee on specific skill the teacher needs to master. This article tries to answer the question whether trainees are aware of the beneficial effects of such reflection, whether they perceive a tool like the EPOSTL as something that can help them to develop or they consider it rather a duty to be carried out as a part of training. Based on the experience with a group of trainees who used EPOSTL during their teaching practice this case study analyses possible strengths and weaknesses of including such a complex material as EPOSTL in pre-service teacher training.

Factors influencing adoption of the international financial reporting standards (IFRS) in accounting education

2016 ◽  
Vol 9 (1) ◽  
pp. 2-16 ◽  
Author(s):  
Abdulaziz Alzeban
Keyword(s):  
Financial Reporting ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Accounting Education ◽  
Reporting Standards ◽  
Content Type ◽  
Financial Reporting Standards ◽  
Departmental Support ◽  
Type Of Institution ◽  
The Impact

Purpose This paper aims to explore the challenges faced by accounting educators in their attempts to incorporate IFRS materials in their teaching and explores the impact of various factors (instructor’s attitude, size of accounting department, teaching load, type of institution, teaching experience and teaching materials) on the time spent on teaching IFRS materials in undergraduate accounting programmes. Design/methodology/approach A questionnaire survey was administered to faculty members working in Saudi Arabian universities, and interviews were held with a small number of such individuals in different universities in the Kingdom of Saudi Arabia. Findings The results indicate that the instructor’s attitude and availability of IFRS materials exert the most influence upon the time spent by teachers on the IFRS. They further find that departmental support, familiarity with IFRS, training and teaching experience in IFRS are positively associated with the time spent on teaching the IFRS. Originality/value The important implication is that accounting educators must adapt their teaching practice in light of the increasing adoption of the global financial reporting standards.

Urban transformations and changing patterns of local risk: lessons from the Mekong Region

2015 ◽  
Vol 6 (1) ◽  
pp. 30-43 ◽  
Author(s):  
Richard M. Friend ◽  
Pakamas Thinphanga ◽  
Kenneth MacClune ◽  
Justin Henceroth ◽  
Phong Van Gai Tran ◽  
...  
Keyword(s):  
Energy Transport ◽  
Multiple Scales ◽  
Practical Experience ◽  
Original Research ◽  
Rapid Urbanization ◽  
Content Type ◽  
Mekong Region ◽  
Urban Disaster ◽  
Starting Point ◽  
Local Risk

Purpose – This paper aims to fill a conceptual gap in the understanding of rapidly changing characteristics of local risk, addressing how the notion of the local might be reframed, and how opportunities for multi-scale interventions for disaster risk reduction might be identified. Design/methodology/approach – The paper illustrates the significance of the systems and services on which urbanization depends – water, food, energy, transport and communications – to consider the cascading impacts at multiple scales often beyond the administrative boundaries of cities, and how vulnerabilities and risks are distributed unevenly across different groups of people. Findings – The process of rapid urbanization in the Mekong Region represents a fundamental transformation of ecological landscapes, resource flows, livelihoods and demographics. In addition to the location of urbanization, it is these transformative processes and the critical dependence on inter-linked systems that shape the overall picture of urban disaster and climate vulnerability. Research limitations/implications – By drawing on research and practical experience in two of the most rapidly urbanizing countries in the world, Thailand and Vietnam, the approach and findings have implications for understanding global patterns of urbanization. Practical implications – The paper contributes to considering practical actions whether in terms of policy or project implementation for both the assessment of disaster and climate risk, and for actions to reduce vulnerability and promote resilience. Social implications – The paper draws largely from social science perspectives, highlighting the dynamism of social organization in urbanizing contexts, and the implications for risk and vulnerability. Originality/value – The paper draws on original research in Thailand and Vietnam that takes urbanization as the starting point for assessing vulnerability and risk.

scholarly journals Management Of Teaching Practice In The Preparation Of Nigerian Certificate Of Education (NCE) Teachers

2010 ◽  
Vol 7 (11) ◽  
Author(s):  
Samuel Adetunji Asaya
Keyword(s):  
Teacher Training ◽  
Conceptual Understanding ◽  
Education System ◽  
Teaching Practice ◽  
Professional Preparation ◽  
Historical Background ◽  
Colleges Of Education ◽  
Management Problems ◽  
The Matrix ◽  
Training Institutions

If the teacher must be “everything” to the learner as well as be the character-model to society, as it is commonly expected, his training must be such that is not only comprehensive but well articulated.  Such training must be based on sound conceptual understanding and reasoning that have been developed within the matrix of practice and experience (Ehiametalor, 1990).  Consequently, this paper examines a brief historical background of the teacher training institutions in Nigeria, taking a look at the meaning and objectives of teaching practice and some management problems militating against the professional preparation of teachers-in-training. This paper further considers the strategies that could improve the management and supervision of teaching practice, generally, and in colleges of education, in particular. Suggestions are made on how to ensure that the professionally prepared teachers are retained in the education system through appropriate incentives and motivation.

Managing student and faculty expectations and the unexpected during the COVID-19 lockdown: role transformation

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Radiah Othman
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
System Analysis ◽  
Teaching Practice ◽  
Practical Experience ◽  
Content Type ◽  
Teaching Online ◽  
Faculty Expectations ◽  
Learning Practices ◽  
Role Transformation

Purpose The purpose of this paper is to reflect teaching and learning practices, to highlight an educator’s new roles in the transformation when teaching online during the COVID-19 lockdown. Design/methodology/approach The paper takes a transformative reflection approach, based on competencies and activity system analysis to connect theory and practical experience in managing the students, the teaching delivery and the assessments. Findings The transition to online teaching and assessments requires various considerations of the curriculum and instructional approaches and necessitates the transformation of the role of the subject-matter expert to that of designer and co-learner. Empathy and understanding of students’ conditions enable this role transformation. Practical implications The paper highlights the importance of preparedness among faculty members and universities in dealing with uncertainties and the willingness to expand traditional roles and to upgrade the required skills, knowledge and attitudes to engender sustainable teaching and learning practices in response to future disruptions. Originality/value The paper reflects on the experience of a faculty who had adopted blended learning prior to the lockdown and how the teaching practice and roles transformed when fully transitioning to online delivery during the lockdown in New Zealand.

An exploration of the current regulatory aspects of money laundering in South Africa

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Howard Chitimira
Keyword(s):  
South Africa ◽  
Financial Markets ◽  
South African ◽  
Money Laundering ◽  
Financial Institutions ◽  
Original Research ◽  
Due Diligence ◽  
The South ◽  
Content Type ◽  
Customer Due Diligence

Purpose Money laundering activities were allegedly rampant and poorly regulated in the South African financial markets and financial institutions prior to 1998. In other words, prior to the enactment of the Prevention of Organised Crime Act 121 of 1998 as amended (POCA), there was no statute that expressly and adequately provided for the regulation of money laundering in South Africa. Consequently, the POCA was enacted to curb organised criminal activities such as money laundering in South Africa. Thereafter, the Financial Intelligence Centre Act 38 of 2001 as amended (FICA) was enacted in a bid to, inter alia, enhance financial regulation and the combating of money laundering in the South African financial institutions and financial markets. Design/methodology/approach The paper provides an overview analysis of the current legislation regulating money laundering in South Africa. In this regard, prohibited offences and measures that are used to curb money laundering under each relevant statute are discussed. The paper further discusses the regulation and use of customer due diligence measures to combat money laundering activities in South Africa. Accordingly, the regulation of customer due diligence under the FICA and the Banks Act 94 of 1990 as amended (Banks Act) is provided. Findings It is hoped that policymakers and other relevant persons will use the recommendations provided in the paper to enhance the curbing of money laundering in South Africa. Research limitations/implications The paper does not provide empirical research. Practical implications The paper is useful to all policymakers, lawyers, law students, regulatory bodies, especially, in South Africa. Social implications The paper seeks to curb money laundering in the economy and society at large, especially in the South African financial markets. Originality/value The paper is original research on the South African anti-money laundering regime.

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