A proposed computer education curriculum for secondary school teachers

1984 ◽  
Author(s):  
Harriet G. Taylor ◽  
James L. Poirot
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Computer Education ◽  
Education Curriculum ◽  
School Teachers

scholarly journals Availability and Utilization of ICT Resources in Teaching Computer Education in Secondary Schools in Anambra State, Nigeria

2017 ◽  
Vol 8 (5) ◽  
pp. 111-116 ◽  
Author(s):  
S.E. Nwana ◽  
T.O. Ofoegbu ◽  
C. I. Egbe
Keyword(s):  
Data Collection ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Teachers ◽  
Computer Education ◽  
School Teachers ◽  
Anambra State ◽  
Item Questionnaire ◽  
Research Questions

AbstractThe study investigated the availability and utilization of ICT resources in the teaching of Computer Education among Secondary School Teachers in Anambra State. Two research questions guided the study. The population consisted of 450 computer teachers teaching computer education in the schools. From the population, 300 computer teachers were sampled and used for the study. The instrument for data collection was a self-developed 40 – item questionnaire. It was validated by experts and the reliability co-efficient stood at 0.79. The data collected were analysed using frequencies and percentages. The findings revealed that many of the ICT resources needed for the teaching of computer education are not available. It was also revealed that majority of the resources needed for the teaching of computer education are not being used by the teachers. In view of the findings, recommendations were made.

scholarly journals Assessment of Work-Based Competencies Required of Secondary School Teachers in Undergraduate Business Education Curriculum in South-West, Nigeria.

2020 ◽  
Vol 5 (2) ◽  
pp. 1-9
Author(s):  
Blessing O. Okeke ◽  
J. N. Mojekwu
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Business Education ◽  
Secondary School Teachers ◽  
Evaluation Model ◽  
Sampling Technique ◽  
Education Programme ◽  
Education Curriculum ◽  
School Teachers ◽  
South West

Business Education graduates are expected to acquire high level of competencies in all aspects of human endeavour. However, this expectation seems to be lacking in the job performances of these graduates in the world of work. This study assessed the work-based competencies of Business Education teachers in public secondary schools in South-West Nigeria. The theoretical underpinnings of this study were premised on CIPP Evaluation Model. The study adopted descriptive survey research design. The population of the study comprised all Business Education teachers in public secondary schools in South-West, Nigeria. Multi-stage sampling technique was used to select 420 Business Education teachers as a study sample. Two research questions were raised and answered while one hypothesis was formulated and tested at 0.05 level of significance. The research instrument used for data collection were structured Questionnaire. The data generated were analysed using descriptive statistics such as mean and standard deviation. Furthermore, t-test was used to test the hypotheses. Findings showed that teachers acquired competencies from Business Education programme were lower than work-based required competencies. Based on the findings, this study concluded that the contents of Business Education programme do not provide students with adequate job competencies for them to perform at the level expected of them after graduation. The study recommends that Business Education programme should be reviewed and restructured so as to enable the graduates respond to social goals, economic realities and future life challenges. Citation: Okeke Blessing O, Mojekwu J. N. Assessment of Work-Based Competencies Required of Secondary School Teachers in Undergraduate Business Education Curriculum in South-West, Nigeria. 2020; 5 (2): 1－9. Received: August, 2018 Accepted: June 30, 2020

scholarly journals STEM practices in Science teacher education curriculum: Perspectives from two secondary school teachers’ colleges in Zimbabwe

2021 ◽  
Vol 4 (2) ◽  
pp. 75-92
Author(s):  
Christopher Mutseekwa ◽  
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Science Teacher ◽  
Stem Education ◽  
Secondary School Teachers ◽  
Science Teacher Education ◽  
Education Curriculum ◽  
School Teachers ◽  
Teachers Colleges ◽  
Teacher Education Curriculum

This study assessed how science, technology, engineering and mathematics (STEM) education is integrated in Science Teacher Education curriculum in Zimbabwe. An exploratory mixed methods research design, within the post-positivist paradigm, was used to guide the collection and analysis of data. Data were sourced from 18 Science teacher educators and 108 final year Science student teachers pooled from two secondary school Teachers’ Colleges through a semi-structured questionnaire, follow-up interviews, focus groups and documents. From the findings, it was evident that although a lot was done to promote STEM literacy in the two colleges, integration of STEM education and practices into the science education curriculum was coincidental rather than planned. Participation in Science exhibitions at local and national level that was common and increased enrolment of teacher candidates in STEM subjects was viewed as major ways to promote the initiative in the Teachers’ Colleges. However, support that targeted a teacher education STEM curriculum and integration/liaison with Engineering and industry was largely found lacking, suggesting the need for practices such as field-trips, work visits and partnerships that foster closer collaboration between colleges, schools, professional scientists and industry.

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