Transcending gender dichotomy through art teacher education in Zimbabwe

2022 ◽  
Vol 18 (1) ◽  
pp. 33-49 ◽  
Author(s):  
Dairai Darlington Dziwa ◽  
Louise Postma ◽  
Louisemarié Combrink
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Education Students ◽  
Art Teacher ◽  
Visual Narratives ◽  
Visual Discourse ◽  
Critical Awareness ◽  
Art Teacher Education ◽  
Study Participants ◽  
Teacher Education Students

Zimbabwe is a patriarchal society characterized by gender dichotomy and male domination that permeates through social, educational and domestic spheres resulting in numerous challenges for art teacher education students. Expanding critical consciousness within art teacher education programmes is an imperative step towards developing art teachers who are self-aware and reflexive concerning the intersections of gender, art and education. This study investigated how engagement with visual art can provoke a heightened critical awareness about gender bias, stereotyping and equity among Zimbabwean art teacher education students. Sixteen selected art teacher education students (eight males and females) at the Great Zimbabwe University participated in the study. Participants were guided by researcher-constructed prompts for purposes of image making, interpretation and dialogue. Visual discourse analysis of the students’ visual narratives and discourse analysis of focus group transcriptions revealed several themes as well as evidence of critical reflection and expanded critical awareness related to gender issues. Visual and dialogic methods offer promise for critical engagement and reconciliation of tensions surrounding issues of gender amongst art teacher education candidates.

How do pre-service physical education teachers understand health education and their role as health educators?

2018 ◽  
Vol 78 (3) ◽  
pp. 288-300 ◽  
Author(s):  
Jennifer Fane ◽  
Shane Pill ◽  
Joss Rankin
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Health Education ◽  
Education Programme ◽  
Physical Education Teachers ◽  
Pedagogical Practice ◽  
Health Educators ◽  
Education Students ◽  
Study Participants ◽  
Teacher Education Students

Objective: The purpose of this study was to examine how pre-service physical education (PE) teacher education students understand health education and their role as health educators. The challenges that a cohort of pre-service teachers ( n = 20) majoring and minoring in PE face in engaging in a socially contextualised understanding of health are examined. Design: Study participants were in a semester length foundational health education course. Following ethics board approval, participants’ reflective journals were accessed for data. The data were coded for themes and then analysed using Windschitl’s framing of constructivism in practice. Setting: Undergraduate health education teacher education programme at an Australian university. Results: Findings reveal how PE teacher education students made meaning of socially contextualised and contested areas of health, and developed their own understanding of health education pedagogical practice. Common challenges were evidenced by the students when attempting to explain their expanding understanding of health education pedagogy and practice. Conclusion: The simple understandings and conceptual ambiguities evident in this group of students help to explain why health education taught in secondary schools by PE teachers more often takes the form of ‘PE theory’ than health education.

Edmodo-Based Blended Learning Media in Learning Mathematics

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Yullys Helsa ◽  
Ary Kiswanto Kenedi
Keyword(s):  
Information Technology ◽  
Teacher Education ◽  
Research And Development ◽  
Blended Learning ◽  
Elementary Teacher ◽  
Elementary Teacher Education ◽  
Education Students ◽  
Learning Mathematics ◽  
Study Results ◽  
Teacher Education Students

This research is motivated by the crucial development of the information technology era in changing learning paradigm from conventional to technology-based learning. The purpose of this study is to develop Edmodo-based blended learning media in learning mathematics for Elementary Teacher Education students. This research is a research and development (R&D) that uses the ADDIE procedures. This study results a valid, effective and practical Edmodo-based blended learning media in learning mathematics for Elementary Teacher Education students. It is implied that Edmodo-based blended learning media can be applied by the lecturers to support learning for Elementary Teacher Education students.

scholarly journals Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students

2018 ◽  
Vol 49 (1) ◽  
pp. 122-135 ◽  
Author(s):  
Charles Magoba Muwonge ◽  
Ulrich Schiefele ◽  
Joseph Ssenyonga ◽  
Henry Kibedi
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Learning Strategies ◽  
Structural Equation ◽  
Cognitive Learning ◽  
Equation Modeling ◽  
Motivational Beliefs ◽  
Education Students ◽  
The Relationship ◽  
Teacher Education Students

Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students’ academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students’ academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies.

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