scholarly journals Pronunciation in the Study of French: Attitudes of Teacher-Trainees in Colleges of Education in Ghana

2017 ◽  
Vol 13 (1) ◽  
pp. 225
Author(s):  
Fiadzawoo Jonas Kwabla ◽  
Yegblemenawo Stella Afi Makafui ◽  
Quansah Joseph Yaw Dwamena
Keyword(s):  
Field Data ◽  
Likert Scale ◽  
Language Teachers ◽  
French Language ◽  
Colleges Of Education ◽  
Teacher Trainees ◽  
Attitude Inventory ◽  
Language Courses ◽  
Correct Pronunciation ◽  
Education In Ghana

This study aims at finding out the attitudes of teacher trainees in selected colleges of education in Ghana towards the learning of French language pronunciation. To achieve this aim, Pronunciation Attitude Inventory (PAI) was used to collect field data from 229 French teacher trainees purposively selected from the five colleges of education responsible for training French teachers in Ghana. The participants were asked to respond to PAI comprising 13 statements on the five-point Likert scale. This was intended to elicit their views on the learning of pronunciation which has been introduced into their curriculum. The results which were analysed by the use of SPSS indicated that the teacher trainees have good attitudes towards the learning of pronunciation in the French language. It is believed that the trainees would in turn teach pronunciation after their graduation as French teachers. The article concludes with a suggestion to language teachers as well as curriculum planners to include components of pronunciation in language courses and help students to acquire correct pronunciation of words since this enhances mutual intelligibility in terms of communication.

scholarly journals Challenges in Teaching Pronunciation in Malaysian Secondary Schools: Novice Teacher's Perspective

2020 ◽  
Vol 7 (2) ◽  
pp. 119-137
Author(s):  
Norbazila Mohd Asikin ◽  
Noor Aireen Ibrahim
Keyword(s):  
Novice Teachers ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Pedagogical Issues ◽  
Sufficient Knowledge ◽  
Teacher Trainees ◽  
Correct Pronunciation ◽  
Speaking Skill ◽  
Teaching Pronunciation ◽  
Teacher's Perspective

Pronunciation is a key component of speaking skill and providing students with sufficient knowledge on correct pronunciation will help to improve their overall speaking skills. However, pronunciation remains a contentious issue in English as a Second Language (ESL) teaching and learning process as teaching pronunciation has often been avoided by language teachers. There are many factors that make teaching pronunciation a challenge for teachers and can be divided into internal and external challenges. This study was conducted to examine challenges faced by teacher trainees in teaching pronunciation and ways in which these challenges were managed. This study employed both quantitative and qualitative methods of data collection. A set of self-developed questionnaire with two main sections and a total of eight items was distributed to 34 teacher trainees, six of whom were interviewed to gather data for this study. Challenges in teaching pronunciation found in this study can be divided into two categories which were internal and external challenges. Internal challenges consist of i) lack of confidence, ii) lack of sufficient knowledge and iii) pedagogical issues. On the other hand, external challenges faced by novice teachers in this study included i) lack of priority, ii) limitation of time; and iii) lack of teaching materials and resources. Although novice teachers face both internal and external challenges in teaching pronunciation, three main methods were employed by the respondents to manage these challenges. The management of these challenges showed that novice teachers were aware of the importance of teaching pronunciation and therefore did not allow these challenges to become a barrier.

scholarly journals Understanding of Chemicai Formulae And Nomenclature Of Inorganic Compounds Using Improvised Conceptual Models Among Teacher-Trainees In Offinso And Atebubu Colleges Of Education In Ghana

2018 ◽  
Vol 6 (10) ◽  
Author(s):  
Bilatam Peter Mayeem ◽  
Anna M. Naah ◽  
Augustine Adjei
Keyword(s):  
Teaching And Learning ◽  
Conceptual Models ◽  
Inorganic Compounds ◽  
Control Group ◽  
Colleges Of Education ◽  
Teacher Trainees ◽  
Cognitive Capability ◽  
Education In Ghana ◽  
Level Of Significance ◽  
And Control

The study aimed at enhancing the understanding of SHS students in chemical formulae and nomenclature using locally constructed conceptual models. It was carried out in Offinso and Atebubu Colleges of Education. The research instrument used was pretest and protest on an experimental and control group with 200 students as sample size. Developmental research design with cluster and purposive sampling techniques were employed. Five research questions were formulated out of which four were modified into null hypothesis and was tested using 2-tailed t-test at 0.05 level of significance. The research results have showed that the use of conceptual models enhanced the understanding of Teacher-trainees in chemical formulae and nomenclature. Additionally, it was found out that the conceptual models had no influence on gender or cognitive capability. This emphasized that conceptual models should be used to assist the teaching and learning of chemical formulae and nomenclature.    

scholarly journals Influence of demographic factors on guidance needs of teacher trainees in Ghana

2020 ◽  
Vol 10 (3) ◽  
pp. 110-119
Author(s):  
John Sedofia ◽  
Eliot Kosi Kumassah
Keyword(s):  
Marital Status ◽  
Survey Research ◽  
Research Design ◽  
Demographic Variables ◽  
Education Level ◽  
Colleges Of Education ◽  
Teacher Trainees ◽  
Volta Region ◽  
Education In Ghana ◽  
Guidance Needs

The guidance needs of a particular student or group of students are likely to differ and evolve based on different variables. However, information on the influence of certain demographic variables on the guidance needs of teacher trainees at the Colleges of Education level in Ghana seems to be unavailable. Our purpose in this study was to investigate whether the guidance needs of teacher trainees in the Colleges of Education in Ghana varied based on their sex, age, marital status and the college in which they were enrolled. The study employed a survey research design in which data were collected with the help of a questionnaire from a total of 401 2nd-year teacher trainees (256 males and 145 females). Data were analysed using means, standard deviations, independent samples t-test and Kruskal–Wallis H test. The results showed that the guidance needs of teacher trainees in Colleges of Education in the Volta Region vary based on the trainees’ sex, age, marital status and college. It was recommended that college counsellors should take into account the demographic variables of sex, age, marital status and college when designing and implementing guidance programmes in Colleges of Education.   Keywords: Counselling, guidance, guidance needs, guidance needs assessment, teacher trainees  

Patterns of Interactions in Science Classrooms at the Colleges of Education in Ghana

2021 ◽  
pp. 002205742110325
Author(s):  
Ebenezer Appah Bonney
Keyword(s):  
Colleges Of Education ◽  
Cronbach’S Alpha ◽  
Science Classrooms ◽  
Cronbach's Alpha ◽  
Teacher Trainees ◽  
Teacher Trainee ◽  
Education In Ghana

The study involved 543 teacher trainees and 33 tutors. The reliability of the questionnaire was determined using Cronbach’s alpha (α). For the teacher trainee questionnaire, α = .738. For the tutor questionnaire, α = .886. The results from the study showed that a little more than half (51.7%) of the respondents said that their tutors call the introvert trainee to answer questions while 48 (8.8%) of the minority of the respondents said that tutors do nothing to teacher trainees who are introvert. It is recommended that tutors should engage trainees in activities that will encourage more discourse.

scholarly journals Teacher Trainees Readiness for E-learning in Colleges of Education in Ghana

2021 ◽  
Vol 9 (7) ◽  
pp. 396-403
Author(s):  
Brain Aheto-Domi ◽  
Patrique deGraft-Yankson ◽  
Christopher Addo ◽  
George Kwamla Bimpeh
Keyword(s):  
Colleges Of Education ◽  
Teacher Trainees ◽  
E Learning ◽  
Education In Ghana

scholarly journals Preparing Teacher Trainees for Field Experience: Lessons From the On-Campus Practical Experience in Colleges of Education in Ghana

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401880761 ◽  
Author(s):  
Christine Adu-Yeboah ◽  
Christopher Yaw Kwaah
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Group Discussion ◽  
Practical Experience ◽  
Colleges Of Education ◽  
Teaching Standards ◽  
Teacher Trainees ◽  
Lesson Delivery ◽  
Standards And Guidelines ◽  
Education In Ghana

This study sought to understand the process of providing on-campus practical experience to teacher trainees in preparation for practicum in basic schools, and how the trainees perceive these. It used the mixed method approach to obtain data from three purposively sampled colleges of education in the Central Region of Ghana. Questionnaires were administered to 232 teacher trainees; 12 focus group discussion sessions were held with the trainees while an interview guide was used to elicit data from 24 college tutors. The findings showed that the on-campus experience offered trainees the opportunity to improve on their knowledge and practice of general pedagogical skills such as the writing of lesson plans, statement of appropriate lesson objectives, lesson delivery, timing of activities, and the use of teaching and learning resources. However, there was no evidence of documented standards and guidelines for the conduct of the on-campus practicum. Again, trainees had very limited time to engage with supervisors and critically interrogate and reflect on their own practices. Consequently, it was suggested that teacher training institutions should develop appropriate teaching standards and guidelines for on-campus teaching practice and give trainees more opportunity to engage with and critically interrogate their own practice in the process of learning to teach.

scholarly journals Apports de la télésérie à l’amélioration de la compétence d’expression orale du FLE à l’école normale.

2020 ◽  
pp. 94-116
Author(s):  
E. S. K. Afari ◽  
C. A. A. Yegblemenawo
Keyword(s):  
Language Learners ◽  
Teaching And Learning ◽  
Oral Communication ◽  
French Language ◽  
Colleges Of Education ◽  
Post Test ◽  
Communication Competencies ◽  
Oral Expression ◽  
Education In Ghana ◽  
The Impact

Following series of observation and interactions with French students in Gbewaa College of Education, Pusiga, it was discovered that the said students find it difficult expressing themselves orally using the most basic sentences in French. This raises serious concerns about the teaching strategies being employed in teaching and learning of the French language in the Colleges of Education. To address this difficulty, this research was conducted with the main objective to examine the impact of the use of serial movies as teaching aid on oral expression of French language learners in Colleges of Education in Ghana with the aid of smartphones. The data were gathered from the Department of French in Gbewaa Colleges of Education. Three instruments (observation, interview and test) were used in this research. A two group (control and experimental) experimental design was adopted. The mean scores of participants‟ pre-test and post-test were compared to verify if the use of serial movies in French lessons could enhance the learners‟ oral communication skills. It was discovered that the use of serial movies in teaching French boosts learners‟ performance in oral communication. The research hence recommends that serial movies could be used in teaching French language lessons in order to enhance the oral communication competencies among learners

Sign in / Sign up

Export Citation Format

Share Document