Analysis on the Effects of using Active Learning Training Module (ALTM) on the Level of Achievement among Student Teachers in Teacher Education Curriculum

2021 ◽  
Vol 12 (3) ◽  
pp. 1085-1088
Author(s):  
Zaini Abdullah Et.al
Keyword(s):  
Teacher Education ◽  
Active Learning ◽  
Student Teachers ◽  
Professional Education ◽  
Good Effect ◽  
Education Curriculum ◽  
Training Module ◽  
Final Exam ◽  
Teacher Education Curriculum ◽  
Significant Difference

This study aims to explore the effect of using Active Learning Training Module (ALTM) on the achievement of a professional education course among student teachers in teacher education curriculum. The module used in the learning of Education Development in Malaysia: Philosophy and Policy (KPF3012) course was built up based on Analysis, Design, Development, Implementation and Evaluation model (ADDIE). A quantitative study was carried out using ex-post facto method where it was carried out by analyzing 1,613 students' achievement for the course base on final exam result. Final Exam Question for KPF3012 Semester 2 Session 2017/2018 was used as an instrument for data acquisition. The collected data was then analyzed using percentage and one-way ANOVA. The results show that, the use of ALTM had successfully promote high students’ level of achievement; that is 46.5% of the students had achieved excellent level. The findings also show that the level of the students’ achievements had no significant difference (F=5.549,p=0.00) based on programs of studies . As for conclusion, ALTM has a good effect on students’ achievement in the learning of KPF3012 and has no significant bias to students based on study program. Therefore the use of the module by students in the learning of KPF3012 is suggested in the future semesters.

scholarly journals Teacher Preparation by Universities: Internal Stakeholders Perception of Teacher Education Curriculum Content in Makerere and Kyambogo Universities

2021 ◽  
Author(s):  
Abdu Kisige ◽  
Betty Akullu Ezati ◽  
Alice Merab Kagoda
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Student Teachers ◽  
Teacher Educators ◽  
Building Blocks ◽  
Teaching Profession ◽  
Education Curriculum ◽  
Curriculum Content ◽  
Teacher Education Curriculum ◽  
Internal Stakeholders

Developing a teacher education curricular content is an enduring concern for teacher educators. A continuous method to providing quality teacher education curriculum content discloses the potential for teacher educators to produce high-quality teachers. Drawing on data from twenty teacher educators and sixteen student teachers in public institutions in Uganda, this article explored the perceptions of the teacher education curriculum content held by academic staff and student teachers in public Universities in Uganda. Using Pedagogical Content Knowledge Model as a tentative model of teacher preparation and Constructivism theory as an interpretive framework, the study was guided by one objective namely: (1) to analyze the perception of internal stakeholders about teacher education curriculum content offered in Makerere and Kyambogo Universities. This research adopted a qualitative, multiple case study design that was anchored in the interpretivist paradigm and directed by the social constructivism thinking. Data were collected using semi-structured interviews were participants from twenty teacher educators and sixteen student teachers who were purposively and conveniently selected. It was therefore concluded that both lecturers and student teachers viewed teacher education curriculum content positively viewing it as enabling learners to be equipped with specialized teaching skills, essentially directed towards teaching profession. Thus, recommendations to improve the stakeholder perception of the teacher education curriculum content are made and these include: teacher education curriculum review and the need to design a 21st-century teacher education curriculum by teacher trainers in corroboration with other university units rendering a training service to teacher trainees. This would bridge the gap of the disjointed teacher education curriculum content at Makerere and Kyambogo Universities hence strengthening the building blocks that produce a teacher.

scholarly journals Teacher Preparation by Universities: Internal Stakeholders Perception of Teacher Education Curriculum Content in Makerere and Kyambogo Universities

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Abdu Kisige ◽  
◽  
Betty Akullu Ezati ◽  
Alice Merab Kagoda
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Student Teachers ◽  
Teacher Educators ◽  
Building Blocks ◽  
Teaching Profession ◽  
Education Curriculum ◽  
Curriculum Content ◽  
Teacher Education Curriculum ◽  
Internal Stakeholders

Developing a teacher education curricular content is an enduring concern for teacher educators. A continuous method to providing quality teacher education curriculum content discloses the potential for teacher educators to produce high-quality teachers. Drawing on data from twenty teacher educators and sixteen student teachers in public institutions in Uganda, this article explored the perceptions of the teacher education curriculum content held by academic staff and student teachers in public Universities in Uganda. Using Pedagogical Content Knowledge Model as a tentative model of teacher preparation and Constructivism theory as an interpretive framework, the study was guided by one objective namely: (1) to analyze the perception of internal stakeholders about teacher education curriculum content offered in Makerere and Kyambogo Universities. This research adopted a qualitative, multiple case study design that was anchored in the interpretivist paradigm and directed by the social constructivism thinking. Data were collected using semi-structured interviews were participants from twenty teacher educators and sixteen student teachers who were purposively and conveniently selected. It was therefore concluded that both lecturers and student teachers viewed teacher education curriculum content positively viewing it as enabling learners to be equipped with specialized teaching skills, essentially directed towards teaching profession. Thus, recommendations to improve the stakeholder perception of the teacher education curriculum content are made and these include: teacher education curriculum review and the need to design a 21st-century teacher education curriculum by teacher trainers in corroboration with other university units rendering a training service to teacher trainees. This would bridge the gap of the disjointed teacher education curriculum content at Makerere and Kyambogo Universities hence strengthening the building blocks that produce a teacher.

scholarly journals Teacher Preparation by Universities: Internal Stakeholders Perception of Teacher Education Curriculum Content in Makerere and Kyambogo Universities

2021 ◽  
Author(s):  
Abdu Kisige ◽  
Betty Akullu Ezati ◽  
Alice Merab Kagoda
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Student Teachers ◽  
Teacher Educators ◽  
Building Blocks ◽  
Teaching Profession ◽  
Education Curriculum ◽  
Curriculum Content ◽  
Teacher Education Curriculum ◽  
Internal Stakeholders

Developing a teacher education curricular content is an enduring concern for teacher educators. A continuous method to providing quality teacher education curriculum content discloses the potential for teacher educators to produce high-quality teachers. Drawing on data from twenty teacher educators and sixteen student teachers in public institutions in Uganda, this article explored the perceptions of the teacher education curriculum content held by academic staff and student teachers in public Universities in Uganda. Using Pedagogical Content Knowledge Model as a tentative model of teacher preparation and Constructivism theory as an interpretive framework, the study was guided by one objective namely: (1) to analyze the perception of internal stakeholders about teacher education curriculum content offered in Makerere and Kyambogo Universities. This research adopted a qualitative, multiple case study design that was anchored in the interpretivist paradigm and directed by the social constructivism thinking. Data were collected using semi-structured interviews were participants from twenty teacher educators and sixteen student teachers who were purposively and conveniently selected. It was therefore concluded that both lecturers and student teachers viewed teacher education curriculum content positively viewing it as enabling learners to be equipped with specialized teaching skills, essentially directed towards teaching profession. Thus, recommendations to improve the stakeholder perception of the teacher education curriculum content are made and these include: teacher education curriculum review and the need to design a 21st-century teacher education curriculum by teacher trainers in corroboration with other university units rendering a training service to teacher trainees. This would bridge the gap of the disjointed teacher education curriculum content at Makerere and Kyambogo Universities hence strengthening the building blocks that produce a teacher.

scholarly journals The Need For Training Gender-Sensitive Teachers: Addressing Education Challenges For Gender Sensitive National Development

2010 ◽  
Vol 3 (3) ◽  
pp. 41 ◽  
Author(s):  
Mutendwahothe Walter Lumadi ◽  
Sipho S. Shongwe
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
National Development ◽  
Gender Issues ◽  
Colleges Of Education ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
Education Management ◽  
Gender Hierarchies ◽  
Over Time

This study reports on the extent to which colleges of education in Swaziland prepare student teachers to be gender-sensitive in their practice as teachers. Gendering in contemporary teacher education, both primary and secondary was approached from the curricular and agency perspectives. Gender-related differences in the first teacher education curriculum were highly visible. These have persisted and are still visible in the current curricular structures though the wording may have changed over time. Other major findings included factors perceived by lecturers and teacher education management as necessary for implementation of a gender-sensitive curriculum in teacher education colleges, and these include the need for gender-related initiatives to address gender issues and the need to address gender hierarchies.

A Study on Site Suitability of the Secondary School Teacher Education Curriculum Focusing on Science and Math Subject

2015 ◽  
Vol 16 (4) ◽  
pp. 1-30 ◽  
Author(s):  
Seung Jung Kim ◽  
Soo Jeung Lee ◽  
Jung Cheol Shin ◽  
Jae Geun Kim ◽  
June hee Yoo ◽  
...  
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
School Teacher ◽  
Secondary School Teacher ◽  
Education Curriculum ◽  
Site Suitability ◽  
Teacher Education Curriculum

Curriculum of Teacher Education Programme: What Do Teacher Educators Say?

2021 ◽  
pp. 225-234
Author(s):  
Indrajeet Dutta ◽  
Sonal Chabra ◽  
Vanita Chopra
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Attitude Scale ◽  
Colleges Of Education ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
University Departments ◽  
New Vision

India has one of the largest systems of teacher education in the world. Besides the university departments of education and their affiliated colleges, government and government aided institutions; private and self-financing colleges and open universities are also engaged in teacher education. Though most teacher education programmes are nearly identical yet their standards vary across institutions and universities. However, teacher education curriculum across the country has been blamed for ineptitude and needs urgent reforms. Teacher educators are a pivotal point of this programme and their opinion regarding the curriculum is very important. Keeping the above in mind, the present study aimed to find out the attitude of teacher educators towards existing teacher education curriculum and the needed renewal in teacher education curriculum. Data was collected from randomly selected 107 teacher educators working in colleges of education affiliated to GGSIPU and M.D.U. A five point attitude scale was developed by the researchers for the purpose of ascertaining their attitude. The findings revealed that teacher educators are largely in disagreement with the current curriculum and hold that a new vision needs to be made for the education of teachers as per the present needs of globalisation, RTE norms, and adoption of inclusive education.

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