scholarly journals An Empirical Study On Covid-19 Induced Mood Swings And Anxiety On Prospective Teachers In Jesuit Colleges Of Education In India

2021 ◽  
Vol 8 (2) ◽  
pp. 5-11
Author(s):  
Anthony Raj S J P ◽  
Vikramjit Singh ◽  
Rupa Gupta
Keyword(s):  
Empirical Study ◽  
Prospective Teachers ◽  
Colleges Of Education ◽  
Induced Mood ◽  
Education In India

scholarly journals Influence of Teacher Educators on the Development of Prospective Teachers’ Personal Epistemology and Tolerance

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824402091463 ◽  
Author(s):  
Bo Ning ◽  
Irfan Ahmed Rind ◽  
Muhammad Mujtaba Asad
Keyword(s):  
International Development ◽  
Prospective Teachers ◽  
Teaching Strategies ◽  
Teacher Educators ◽  
Personal Epistemology ◽  
Colleges Of Education ◽  
Social Dimensions ◽  
Post Intervention ◽  
Bachelor Of Education ◽  
Teacher Students

This article examines the influence of teacher educators (TEs) on the development of epistemology and tolerance among the prospective teachers (PTs) studying in a newly introduced 4-year Bachelor of Education (BEd) program offered in the Departments of Education of Universities (DoEUs) and Government Colleges of Education (GCEs) in Pakistan. The new BEd is part of United States Agency for International Development (USAID)–led teacher education reforms in Pakistan to curtail the teaching of extremist values that are implicated in breeding extremism. The stated policies and recommended practices of the program are based on the principles of constructivism, critical thinking, creativity, and effective communication, which are expected to shape the PTs’ ways to conceptualize knowledge and knowing, and ultimately their attitude to different social dimensions. Considering that the aforementioned reforms have not focused on the development of the TEs, it is worth examining how the traditionally trained TEs implement this new program, and to what extent they are shaping the epistemology and attitude of the PTs. Using a descriptive quantitative pre–post intervention design, this study collected data on the epistemic and tolerance development of PTs of a DoEU and a GCE. Data were also collected on TEs’ epistemology, tolerance, teacher–students interactions, and teaching strategies. The analysis highlights a significant relation of TEs’ epistemology and tolerance on their teaching strategies as well as on the development of the PTs’ epistemology and tolerance.

scholarly journals Technological Pedagogical and Content Knowledge of Biology Prospective Teachers

2017 ◽  
Vol 9 (3) ◽  
pp. 498
Author(s):  
Evi Suryawati ◽  
Mariani Natalina Linggasari ◽  
Arnentis Arnentis
Keyword(s):  
Content Knowledge ◽  
Prospective Teachers ◽  
Professional Education ◽  
College Graduates ◽  
Biology Education ◽  
Colleges Of Education ◽  
Validity And Reliability ◽  
Lesson Design ◽  
Teacher Professional ◽  
Industrial Needs

<p class="IsiAbstrakIndo"><span lang="EN-GB">This research was conducted for analyzing Technological Pedagogical and Content Knowledge (TPACK) of biology prospective teachers in Riau Province. The study was carried out to fulfill Indonesian Government’s policy on Indonesian Qualification Framework (IQF) 6-Level. This development research aimed to analyze, design and develop a model to enhance the competency and competitiveness of Education College graduates to meet their professional, social and industrial needs. This paper discussed a preliminary study of the developed models for strenghtening the prospective teachers from Biology Education Departement, conducted through a survey of 243 students from four different colleges of education in Riau Province. The data were collected through a test and interview. The instruments used contained seven variables of knowledge, namely Technology, Paedagogy, Content, Technological Paedagogy, Technological Content, Technological knowledge and TPACK. The instruments was improved through their validity and reliability test. The TPACK performance of Prospective Biology teachers seemed low. Based on the need analysis two products will be generated. First, a lesson design and the second was a work books. This study had an implications for increasing the competence of biology education graduates. The lesson design and competency test instruments could be used for College of Biology Education and teacher professional education in developing competency test for selection system. The TPACK workbook could be used as teacher enrichment in sustainable profession development such as classroom action research, learning innovation contest, and science teacher olympiad.</span></p>

Analysis of challenges for management education in India using total interpretive structural modelling

2016 ◽  
Vol 24 (1) ◽  
pp. 95-122 ◽  
Author(s):  
Ritika Mahajan ◽  
Rajat Agrawal ◽  
Vinay Sharma ◽  
Vinay Nangia
Keyword(s):  
Empirical Study ◽  
Design Methodology ◽  
Management Education ◽  
Structural Modelling ◽  
Content Type ◽  
Interpretive Structural Modelling ◽  
Education In India ◽  
Regulatory Bodies ◽  
Total Interpretive Structural Modelling

Purpose – The purpose of this paper is to identify challenges for management education in India and explain their nature, significance and interrelations using total interpretive structural modelling (TISM), an innovative version of Warfield’s interpretive structural modelling (ISM). Design/methodology/approach – The challenges have been drawn from literature and validated by an empirical study conducted through questionnaires administered electronically and personally to 250 management graduates. TISM has been applied to 14 finalised factors. Findings – All the identified factors, except accreditation, were found to be important. Ineffective regulatory bodies and ineffective leadership emerged as the biggest roadblocks. Several significant interrelations were found which were sometimes not revealed by plain observation. Originality/value – The existing literature has discussed the challenges for management education but not their interrelations. This paper uses TISM to demonstrate the relationships between different challenges and to explain the logic behind the relationships. The results would be useful for the owners (or managers) of management institutes faced with the same challenges.

Factors influencing the choice of teaching as a career: an empirical study of students in colleges of education in Ghana

2019 ◽  
Vol 15 (4) ◽  
pp. 446-460 ◽  
Author(s):  
Anselm Komla Abotsi ◽  
Cynthia Fofo Dsane ◽  
Pearl Adiza Babah ◽  
Patrick Kwarteng
Keyword(s):  
Empirical Study ◽  
Colleges Of Education ◽  
Factors Influencing ◽  
Education In Ghana

scholarly journals Skill India a tool for enhancing quality in higher Education for later life success -An Empirical study of Corporate in Bangalore city

2020 ◽  
Vol 8 (4) ◽  
pp. 318
Author(s):  
R.S. Narendra ◽  
Dr. Venugopal
Keyword(s):  
Higher Education ◽  
Empirical Study ◽  
Later Life ◽  
Quality Education ◽  
Bangalore City ◽  
Life Success ◽  
Education In India ◽  
Quality In Higher Education

Higher Education in India needs a extreme revamp not merely to provide quality education but to transform the nation as a whole. Education has two major roles that of passing on knowledge from one generation to the next and the providing people with skill that enables them to analyze, diagnose and then question. Education tunes the destiny of the country in different facets.

scholarly journals Prospective Teachers’ Perspective Regarding a New Teachers’ Development Program in Two of the Government Colleges of Education in Gilgit-Baltistan

2017 ◽  
pp. 63-77
Author(s):  
Asif Khan Et al.,
Keyword(s):  
International Development ◽  
Prospective Teachers ◽  
New Teachers ◽  
Development Program ◽  
Colleges Of Education ◽  
Development Programs ◽  
Traditional Program ◽  
The Government ◽  
New Generation ◽  
Gilgit Baltistan

In order to address the gaps of traditional teachers’ development programs, the government of Pakistan, with the financial support of United States’ Aids for International Development, (USAID) launched a new teachers’ preparation program called Advance Diploma in Education. While collecting data, this study particularly sought the opinions of those prospective teachers who had completed their programs. Therefore, the study focused on matters such as the availability of teaching positions, pay scales, the curriculum of the ADE program, teaching approaches and the availability of instructional resources. It was noted that there was recognition among the students and instructors about the productivity and the usefulness of the new ADE program. Additionally, there was an acknowledgment that a new generation of teachers is being produced through the ADE program that will really change the dynamics of classrooms in Pakistan. However, it seemed that a number of issues, such as limited employment opportunities for ADE graduates, lack of coherent recruitment policies, and the continuation of the traditional program, were some of the primary concerns of both the students and instructors.

Evaluative Study Of M.A. Education Programmes Of Teacher Education At Higher Education Level In Pakistan

2011 ◽  
Vol 3 (12) ◽  
pp. 29
Author(s):  
Jabeen Fatima ◽  
Muhammad Naseer Ud Din
Keyword(s):  
Teacher Education ◽  
Public Sector ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Research Work ◽  
Education Programme ◽  
Practice Research ◽  
Colleges Of Education ◽  
Post Graduate ◽  
Master Degree

The study was aimed at evaluating the MA Education Programme of teacher education in Pakistan. Post-graduate teacher’s training institutes in Pakistan grant the Master of Education (MA/M.Ed.), Master of Philosophy (M.Phil) and Doctor of Philosophy (Ph D) post-graduate degrees in the field of education to enhance the careers and accelerate the professional development of educators.  The population of the study was all heads and teachers of education departments of public sector universities and government colleges of education and prospective teachers enrolled in public sector universities and government colleges where the Master degree of Education (MA Education) programme was offered.  The sample of 20 heads of public sector universities and government colleges of education, 56 teacher educators of 10 public sector universities and 10 government colleges of education, and 200 prospective teachers enrolled in public sector universities and government colleges of education departments, where the Master degree of Education (M.A./M.Ed.) was offered in Pakistan, was selected through cluster random sampling.  For the collection of data, three questionnaires - one each for heads of institutions, teacher educators and prospective teachers - were developed. For analysis, chi-square as the contingency test, was applied for identifying the trends from the frequency of responses of each questionnaire item. It was concluded that the teaching faculty of the MA education programme was using a variety of teaching methods according to the nature of objectives, content and students. Evaluation systems for students of the MA education programme were found satisfactory. It is recommended that required changes be introduced in admission criteria, curriculum, duration of degree programme, teaching-practice, research work, rewards and incentives of existing MA Education Programme in Pakistan.

Value-Based Education in India

2021 ◽  
pp. 120-122
Author(s):  
Bimal Mandal
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Educator ◽  
Indian Education ◽  
Political Transformation ◽  
Positive Role ◽  
Education In India ◽  
Computer Literate ◽  
Teachers Training

Ancient Indian Education was value based. Dealing with values and moral issues is recognised as an integral part of teachers’ roles. Now, education has an enormous role to play in the social, intellectual and political transformation of the world. Parents, communities and government have always expected schools to develop students who would contribute to the society in which they live. Effective teaching practices in imparting Value based education have ranges from storytelling, exhibitions, skits, one act play and group discussions to various other formats. In the Digital (IT) age, it can be hard to get a grip on the evolving roles of teachers. It can seem as if the role of teachers has grown immensely; they are now expected to be tech-savvy, computer literate and at the cutting edge of education. To inculcate values the necessary curriculum and skills required for a teacher educator. The role of the educators become more challenging and rewarding, in terms of the inculcating the values among the learners. The proper assimilation of these values by a teacher educator can be done through their positive role and prescribed means. What are values and their role in promoting multicultural values education and social justice in Teacher Education Programs that are directly related to school education? Keeping in view the need of the value inculcation in prospective teachers, this article addresses the issue of teachers’ training for value education, some changes that need to occur in pre-service teacher education in order to inculcate values for betterment of the next generation education.

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