scholarly journals Micro Teaching an Efficient Technique for Learning Effective Teaching Skills: Pre-service Teachers’ Perspective

2016 ◽  
Vol 4 (2) ◽  
pp. 289 ◽  
Author(s):  
Rachel Koross
Keyword(s):  
Effective Teaching ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Language Education ◽  
Teacher Education Programs ◽  
School Of Education ◽  
Effective Teaching Strategies ◽  
Positive Attitudes ◽  
Training Technique ◽  
Pre Service Teacher

<div><p><em>Micro teaching is a method that has been used since 1960s in teaching and learning environments to enhance prospective teacher’ instructional experiences. Microteaching is a remarkable technique that is used in teacher education programs to offer valuable opportunities for trainee teachers to develop effective teaching strategies. The main purpose of this paper is to examine the experiences, competencies, and perceptions of 100 pre-service teacher trainees from the Kiswahili language Education program in the school of education, University of Eldoret Kenya. A combinations of quantitative and qualitative techniques were used and a questionnaire and focus group interview were used to collect data from the respondents. The findings indicate that prospective teachers gained a variety of experiences and competencies from micro teaching and that majority of them have positive attitudes toward micro teaching as a training technique. </em></p></div>

scholarly journals Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

2017 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Heather Smith-Sherwood
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Continuous Assessment ◽  
Education Programs ◽  
Quality Teachers ◽  
Effect Change ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity. 

scholarly journals THE EFFECTIVENESS AND THE PROBLEMS FACED IN THE TEACHING AND LEARNING OF THE ENGLISH LANGUAGE IN A SPECIAL EDUCATION CLASSROOM IN MALAYSIA

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Gunasegaran Karuppannan ◽  
Muhantha Paramalingam ◽  
Fazal Mohamed Mohamed Sultan ◽  
Hatnin Duari
Keyword(s):  
Special Education ◽  
Effective Teaching ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Effective Teaching Strategies ◽  
Lesson Delivery ◽  
English Language Teachers ◽  
Document Review

This qualitative case study investigated the effectiveness of lesson delivery and sequence of content and learning expectations of two English Language attached to a special education (Integration programme) school in Petaling Jaya. Malaysia. It also focused on the teaching and learning problems encountered in the particular classrooms. This study brings broader understanding of strategies for effective teaching of English in a special education classroom in Malaysia. The rationale for the study stems from the need to gain greater perspective of the teaching of English learners in a special education classroom. Results reflect analysis of classroom observation, face to face interview with two English Language and document review. Emerging from the data are some effective teaching strategies and profound problems that special education English Language teachers can add to their repertoire. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" /></p>

scholarly journals Online Learning Amidst COVID-19 Emergency: A Case of the University of Malawi’s School of Education

2021 ◽  
Vol 10 (1) ◽  
pp. 346-364
Author(s):  
Bob Maseko ◽  
Foster Gondwe ◽  
Symon Winiko ◽  
Symon Chiziwa
Keyword(s):  
Teaching And Learning ◽  
Faculty Members ◽  
School Of Education ◽  
Structured Interviews ◽  
Concerns Based Adoption Model ◽  
Academic Leaders ◽  
Positive Attitudes ◽  
The University ◽  
The Impact ◽  
Learning Data

This paper explores faculty members’ concerns and level of preparedness for open and distance learning (ODL) at the University of Malawi’s School of Education during the recent Covid-19 pandemic within a context that considers ODL as a means of mitigating the impact of the pandemic on teaching and learning. Data were gathered through semi-structured interviews with four experienced academic leaders within the school of education. The Concerns Based Adoption Model (CBAM), particularly stages of concerns, served as a framework to understand the faculty’s concerns about the implementation of ODL initiatives. Inductive and deductive analysis approaches were used to analyse the interview transcripts to identify emerging themes. Deductive analysis revealed that faculty members expressed several concerns such as awareness, informational, as well as consequences concerns as they talked about their feelings and attitudes towards the implementation of ODL. Inductive analysis on the other hand revealed that faculty members’ perceptions such as minimal preparation, negative orientations, and lack of policy awareness hamper the implementation of ODL. These findings underscore the importance of members’ orientation change to ensure effective implementation of ODL in contexts like the institution under study. We discuss these and propose that professional development could help members develop positive attitudes towards ODL.

scholarly journals MULTICULTURAL ENVIRONMENT AND PRE SERVICE TEACHER EDUCATION PROGRAMME

2016 ◽  
Vol 4 (12) ◽  
pp. 85-94
Author(s):  
Prerna Mandhyan
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Classroom Environment ◽  
Education Programme ◽  
Teacher Education Programs ◽  
Multicultural Classroom ◽  
Multicultural Environment ◽  
Pre Service Teacher Education ◽  
Different Cultures ◽  
Pre Service Teacher

Diversity in cultures has become the prominent feature of 21st century. The effect of this feature can be observed in classroom environment where the teacher has students having multicultural backgrounds. Therefore, there is need to train prospective teachers for teaching in diverse/ multicultural classroom. They are not prepared for coming in contact with different cultures than the sheltered one many of them have lived in. They are not prepared for the different needs possessed by today’s multicultural student population. In this paper, we discuss not just the problems that arise due to this issue. We also discuss ways to remedy these problems, starting with pre-service teacher education programs and ending with these prospective teachers themselves.

scholarly journals Teaching English as a Foreign Language in Saudi Arabia: Struggles and Strategies

2018 ◽  
Vol 6 (1) ◽  
pp. 133
Author(s):  
Tanzin Ara Ashraf
Keyword(s):  
Saudi Arabia ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
First Year ◽  
First Year Students ◽  
Teacher Student Relationships ◽  
Effective Teaching Strategies ◽  
Teacher Student ◽  
And Mathematics

This paper is based on action research carried out in King Khalid University, Saudi Arabia. The purpose of this study is to investigate the vital issues related to the teaching of English in Saudi Arabia. Some major problems include: influence of mother tongue, less exposure to English in day to day life, attitude towards teaching and learning English, lack of recent trends of EFL teaching, enrolling larger number of students in EFL classes and failure of creating effective teaching environment. The research is conducted among the first year students of Chemistry and Mathematics of King Khalid University, studying Intensive English (Blended Course) as university requirement for 12 hours a week for 15 weeks. The study proposes some remedial measures which recommend introducing English from the beginning of primary level, modern and effective teaching strategies, selecting appropriate textbooks, building sound teacher-student relationships and implementing diverse assessment methods.

scholarly journals EXPLORING THE IMPORTANCE OF PLURILINGUAL COMPETENCE IN THE PRE-SERVICE TEACHER TRAINING: A CASE STUDY OF TEACHER TRAINING COLLEGES OF ALGERIA

2021 ◽  
Vol 03 (06) ◽  
pp. 315-322
Author(s):  
Souhila BENZERROUG ◽  
Samah BENZERROUG
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
Language Education ◽  
Structured Interview ◽  
University Teachers ◽  
Language Studies ◽  
Teacher Training Colleges ◽  
French And English ◽  
Pre Service Teacher

The present research paper highlights the importance of plurilingual competence to language education in pre-service teacher training at the Teacher Training College of Bouzareah-Algeria-. The study is designed to gain insight into the development of pluringual competence in the pre-service program that is addressed to the students of the departments of French and English. It aims at enhancing the teaching and learning of foreign languages in order to meet the universal requirements related to interculturality and plurilingualism.To achieve the above mentioned aims, the researchers interviewed ENSB teacher trainers to investigate their perceptions towards the teaching of that competence. A qualitative method was then employed by using a semi-structured interview with university teachers of Didactics and Language Studies in order to identify the extent of interest that is assigned to the development of plurilingual competence in the teaching practices as well as the syllabus content‎.

scholarly journals Comprendre les représentations des enseignants de langues à travers des récits visuels

EL LE ◽  
2020 ◽  
Author(s):  
Silvia Maria Melo Pfeifer
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Language Education ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Target Language ◽  
Visual Methods ◽  
Before And After

Teachers’ representations are of paramount importance to understand their situated professional action. Following a discussion of the concept of “representation” and its importance in foreign language education, a revision of the use of visual narratives in this disciplinary field will be presented, focusing on: i) (prospective) foreign language teachers’ representations concerning the target language; ii) their representations regarding teaching and learning methods; iii) teachers’ professional development. Afterwards, an empirical study using visual methods in initial teacher education, before and after a school professional internship, will be presented and discussed, illustrating the professional development of prospective teachers of French.

scholarly journals Buzz Group in ESP Class to Improve Students' Speaking Skills

2018 ◽  
Vol 10 (2) ◽  
pp. 88
Author(s):  
Nine Febrie Novitasari ◽  
Dwi Taurina Mila Wardhani
Keyword(s):  
Effective Teaching ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Visual Media ◽  
Group Method ◽  
Effective Teaching Strategies ◽  
Speaking Skill ◽  
Speaking Skills

Teaching strategy and media are two important factors that influence the success of teaching and learning process. The implementation of Buzz group method that are integrated with audio visual media is one example of the effective teaching strategies that can be used to teach speaking. Students taking ESP class at UNARS had difficulties with speaking skill because of their limited vocabularies. Thus, this research tried to see how if Buzz group implemented with audio visual media implemented to the students to mprove their speaking skill. This CAR was held in one cycle. The result showed that the strategy was effective in improving the students’ speaking skill.

Students as Designers of Virtual World Learning Environments

2015 ◽  
pp. 46-65
Author(s):  
Lisa Jacka ◽  
Kate Booth
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Virtual World ◽  
Teaching And Learning ◽  
School Of Education ◽  
Design Project ◽  
Computer Based ◽  
Pre Service Teacher

Virtual worlds provide pre-service teachers with the opportunity to study teaching and learning in an immersive 3D computer based environment. The pre-service teacher is able to become a designer of learning environments in ways that were previously impossible in a traditional bricks and mortar classroom. The learning environment that pre-service teachers create can, in turn, inform established educators about the usefulness of virtual worlds for education. In the School of Education at Southern Cross University, Australia, pre-service teachers have been given the opportunity to design and build virtual world learning environments. This chapter presents the story of one pre-service teacher and her tutor as they discuss the design of a virtual world learning environment for maths. This particular design project resulted in virtual worlds being integrated across a number of pre-service teacher courses and extended into the K-6 classroom. An overview of these other projects is also presented.

Integrating Technology in Teacher Education Programs

2013 ◽  
pp. 28-43 ◽  
Author(s):  
James N. Oigara
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Technology Integration ◽  
Prospective Teachers ◽  
Technology Use ◽  
Teaching And Learning ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Integration Of Technology ◽  
K 12

This chapter discusses technology integration in teacher education programs. Although opportunities for technology training have become more available to prospective teachers, it is evident that successful technology integration needs a paradigm shift in pedagogical approaches and reform in teacher education programs to better support teachers’ integration of technology into instruction. This chapter offers valuable theoretical grounding to help guide researchers and leaders in the field of Educational Technology. Data indicate that basic technology skills alone cannot lead to higher levels of technology use in the classroom. Suggestions are provided on best ways to integrate educational technology into pre-service teacher education programs and in-service teacher professional development programs to enhance effectively teaching and learning in K-12 classrooms.

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