scholarly journals Challenges in Ethiopian Teacher Education Pedagogy: Resistance Factors to Innovative Teaching-Learning Practices

2017 ◽  
Vol 6 ◽  
Author(s):  
Abiy Agegnehu Zewdu
Keyword(s):  
Student Teachers ◽  
Learning Process ◽  
Teaching And Learning ◽  
Education And Training ◽  
Training System ◽  
Primary Teacher ◽  
Innovative Teaching ◽  
Teaching Learning ◽  
Curricular Materials ◽  
And Training

Quality is at the heart of any education and training system. It influences what trainees learn, how well they learn and what benefits they draw from their education and training. Whether a particular education and training system is of high or low quality can be judged in terms of input, output and process. Until recently, however, much discussion of educational quality has been centered on only system inputs in terms of the provision of teachers, educators, teaching materials and other facilities, and on output in terms of trainees’ achievement.  Little or no attention is given to the teaching-learning process, the dimension which involves what really happens in the classroom. This study thus aims at finding out the extent to which innovative approach to teaching and learning are employed in the Ethiopian primary teacher training classrooms, to identify the factors that affect its implementation, and to recommend better ways and means for further improvement. In conclusion, the study found that traditional lecture methods, in which teachers talk and students listen, dominate most classrooms. The common obstacles to the employment of innovative methods of teaching as found out by this study are: the Ethiopian tradition of teaching, lack of institutional support, and learning resources, teachers’ lack of expertise, inappropriate curricular materials and student teachers’ lack of prior experience to actively participate in the teaching and learning process.

Competence-based vocational education and training (VET)

2017 ◽  
Vol 41 (1) ◽  
pp. 28-38 ◽  
Author(s):  
Christoph Bohne ◽  
Friedhelm Eicker ◽  
Gesine Haseloff
Keyword(s):  
Vocational Education ◽  
Digital Media ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Learning Networks ◽  
Innovative Teaching ◽  
Content Type ◽  
Learning Projects ◽  
And Training

Purpose The purpose of this paper is to develop a vocational scientific constructivist concept meant for shaping competence-based and networked teaching and learning in vocational education and training (VET). Design/methodology/approach VET must enable learners to shape work within the context of conceptions based on the development of society. Refresher trainings cannot realise this. Concepts need a shaping competence-based and networked approach. Teaching and learning networks, learning projects and digital media are the keys to this approach. Findings The focus of the planned concept lies on shaping competence-based teaching and learning. This can be realised with innovative teaching and learning networks. Digital media can support this. The planned concept will be justified. The systematic planning of an exemplary learning project will be discussed. Practical implications This paper lays the ground to evaluate the relevance and range of shaping competence-based and networked teaching and learning. Originality/value The concept was (co-)developed by the University of Rostock. It was tested in first learning projects. These experiences are taken into account. The aim is to emphasise that the intended approach is a justified educational strategy in colleges, companies and other places of learning dealing with VET.

New Learning Concepts within the German System of Vocational Education and Training

2003 ◽  
Vol 2 (1) ◽  
pp. 22-40 ◽  
Author(s):  
Waldemar Bauer ◽  
Karin Przygodda
Keyword(s):  
Vocational Education ◽  
Teaching And Learning ◽  
Business Processes ◽  
Education And Training ◽  
Training System ◽  
Vocational Education And Training ◽  
Work Processes ◽  
Domain Specific ◽  
New Learning ◽  
And Training

In 1997, a new curricular framework for vocational education and training (VET) schools — ‘learning fields' — was implemented in Germany. As a result, vocational curricula with their elements and contents had to relate to work and business processes and be described on the basis of competences. Regarding the German tradition of curricula, a paradigm shift can be observed, because earlier curricula were organised according to disciplines. In 1998, a pilot programme was launched which focused on ‘new learning concepts within the dual vocational education and training system’ and involved projects in the construction of learning fields, which were implemented in VET schools. These projects developed concepts for the empirical analysis of work processes or tasks and identified the competences required as a basis for curricula, in order to link qualification research with curriculum development. By analysing the different approaches, it became clear that an integration of the analysis of work and the transformation of the empirical results into curricula was necessary. This work also implies a model of competence development, because the focus of this VET research is ultimately teaching and learning practices in VET schools. Research in these areas has to be domain specific because it deals with the content and expertise in an occupational field and therefore requires an in-depth understanding of knowledge and skills in these fields.

scholarly journals An Investigation of Primary Student Teachers’ Drawings of the Human Internal Organs

2018 ◽  
Vol 7 (3) ◽  
pp. 107
Author(s):  
Yılmaz Çakıcı
Keyword(s):  
Student Teachers ◽  
Learning Process ◽  
Teacher Candidates ◽  
Research Data ◽  
Primary Teacher ◽  
Internal Organs ◽  
Primary Student ◽  
Faculty Of Education ◽  
Teaching Learning ◽  
Academic Year

The aim of this study is to investigate primary student teachers’ drawings of the human internal organs, e.g. location, size and presence of organs (heart, lungs, stomach, liver, kidneys, pancreas and intestines etc.) This research was conducted with 104 primary teacher candidates studying in the Faculty of Education at Trakya University during the 2016-2017 academic year. The research data was obtained through the use of drawings and interviews with selected students. The findings revealed that, as expected, all students showed the heart, lungs and stomach in their drawings. The most frequently illustrated other human internal organs were intestines, liver, kidneys, pancreas and spleen respectively. However, too many of them were not scientifically acceptable in terms of the location and size. There are many points in the students’ drawings that need to be underlined by teachers during the teaching-learning process in class.

scholarly journals Using LMS Schoology to Improve Learning Outcome of English Teacher Training Participants

2020 ◽  
Vol 9 (2) ◽  
pp. 182-195
Author(s):  
Wida Yanto
Keyword(s):  
Regression Analysis ◽  
Teacher Training ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Education And Training ◽  
Positive Influence ◽  
English Teacher ◽  
E Learning ◽  
And Training

Abstract This research was based on the teaching and learning process now in the education and training field which most of it still tends to be done conventionally. Learning through E-learning can overcome the constraints of space and time. Widyaiswara (Instructor) and training participants can make the learning process both synchronous (direct), and asynchronous (indirectly) through the virtual world. This study is intended to describe the influence of LMS Schoology in improving the learning outcomes of English Training participants in Religious Education and Training Center (BDK) Surabaya. Formulation of the problem “Is there a significant and positive influence on the use of LMS Schoology on Improving Learning Outcomes of English Teacher Training Participants?” The research method used is pre-experimental one group pretest-postets with regression analysis. Regression analysis is used to find out how much influence the independent variable has on the increase in the dependent variable. The results showed that after teaching and learning process was carried out with the LMS Schoology application media there is a significant and positive influence on the use of LMS Schoology to increase the learning outcomes of English Teacher Training participants and the amount of the influence of the LMS Schoology usage variable on the increase participant learning outcomes is 77.4%. That is, the effect of LMS Schoology on the learning outcomes of training participants is 77.4%.   Keywords: E-learning, LMS Schoology, learning outcomes

scholarly journals Intergrating Dale’s and Bloom’s Theory into NFT as a Pedagogy for Teaching Accounting to Non-Financial Students

2020 ◽  
Author(s):  
King Costa ◽  
Nisi Thusi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
Active Role ◽  
Relevant Information ◽  
Assessment Process ◽  
Learning Performance ◽  
Student Centered ◽  
Innovative Teaching ◽  
Teaching Learning

Advanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. This includes e-learning in addition to the face-to-face teaching that is customarily used in teaching . While teachers are still an authority figure in a student-centered teaching model, they both play an equally active role in the learning process. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. Linguistically diverse, cultural backgrounds and the familiarity with the expected standards have profound effects on teaching methods. Students must frequently engage in collaborative learning activities such as selecting, organizing, locating, synthesizing and using relevant information sources to construct meaning about some particular knowledge. Such activities have been assumed to lead to higher levels of knowledge acquisition and learning. The goal of this study is an ongoing and progressive examine of how Edger Dale's Cone of Experience and Bloom's taxonomy is employed to positively influence student learning. In this conceptual research the methodology used was hinged on analytic processes for material already published in this area. Key variables under investigation forecast on integration of Dales and Blooms theories for theoretical perspectives with the researchers pedagogy known as the NFT. The researcher implemented the NFT pedagogy in an academic setting to non-financial student in a period of 12 months and observed positive results.The researcher anticipates that the findings of this study will contribute to the enhancement of both teaching-learning and assessment process, which hopefully will uplift the learner to learn at a deeper level in a manner that incorporates small-group learning, achieve higher grades, retain information longer, acquire greater communication and teamwork skills, and gain a better understanding of the module.

scholarly journals PENGUASAAN GURU MATEMATIKA SEKOLAH MENENGAH TERHADAP PEMBELAJARAN INOVATIF BERBASIS PENELITIAN MELALUI KEGIATAN LESSON STUDY

Edusentris ◽  
2016 ◽  
Vol 3 (3) ◽  
pp. 227 ◽  
Author(s):  
Euis Eti Rohaeti ◽  
Heris Hendriana
Keyword(s):  
Mathematics Teachers ◽  
Learning Process ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Learning Approaches ◽  
Study Program ◽  
High Association ◽  
Innovative Teaching ◽  
Teachers And Students ◽  
Teaching Learning

This is a descriptive study aimed to examine mathematics teachers’ ability to master various research-based innovative teaching approaches and their ability to plan, implementi, and assess their teaching and learning procesess. The subjects of this study are 16 mathematics teachers from four different districts in West Java who collaborated with 8 post-gradute students of STKIP Siliwangi Bandung as a part of Lesson Study program. The instruments of this study are an observation sheet and writen and oral interview with the teachers. The study revealed that:1) The teachers’ ability on mastering various innovative teaching learning approaches based on a research was at low level; 2) Teachers’ ability on planning, implementing, and assessing their teaching and learning process was at medium level; 3) There is high association between teachers’ ability on mastering various innovative teaching learning approaches based on a research and their abilities on planning and implementing teaching-learning process; 4) There is medium associationbetween teachers’ ability on mastering various innovative teaching learning approaches based on a research and their ability on assessing their teaching-learning process; 5) Lesson Study Activities between teachers and students as an effort to share reseacrh outcomes of university lecturers with school teachers. ABSTRAKPenelitian ini merupakan penelitian deskriptif yang bertujuan menelaah penguasaan guru matematika terhadap beragam pembelajaran inovatif berbasis penelitian yang dikaitkan dengan kemampuan guru dalam merencanakan, melaksanakan dan mengevaluasi pembelajaran yang dilakukannya. Subjek penelitian terdiri dari 16 orang guru sekolah menengah yang berasal dari 4 kabupaten yang berbeda di Jawa Barat yang berkolaborasi dengan 8 mahasiswa pasca sarjana Pendidikan Matematika dari sebuah STKIP di Badung dalam rangka kegiatan Lesson Study. Pengambilan data dilakukan melalui observasi pembelajaran dan wawancara lisan dan tertulis dengan guru tersebut. Hasil penelitian menunjukkan bahwa: 1) Penguasaan guru matematika terhadap beragam pembelajaran inovatif berbasis penelitian masih berada pada level rendah; 2) Kemampuan merencanakan, melaksanakan, dan mengevaluasi pembelajaran berada pada level sedang; 3) Terdapat asosiasi yang tinggi antara penguasaan guru matematika terhadap beragam pembelajaran inovatif berbasis penelitian dengan kemampuan merencanakan dan melaksanakan pembelajaran; 4) Terdapat asosiasi yang sedang antara penguasaan guru matematika terhadap beberapa pembelajaran inovatif berbasis penelitian dengankemampuan mengevaluasi pembelajaran; 5) KegiatanLesson Study antara guru dan mahasiswa merupakan upaya mendiseminasikan hasil penelitian para akademisi kepada guru di sekolah.

scholarly journals Artikel Pengelolaan Pembiayaan Pendidikan

2019 ◽  
Author(s):  
Fahrur rozi ◽  
Hade Afriansyah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Education And Training ◽  
Education Funding ◽  
Education Financing ◽  
The Face ◽  
Education Personnel ◽  
And Training

This article describe about Management Of Education Funding Education financing is implemented in improving the quality of educators and education personnel by providing education and training and conducting intensive guidance to students, especially in the face of national final examinations. Outside the teaching and learning process, the development of talents and interests of students is supported by maximum facilities and infrastructure.

How Morocco's Secondary School Students Classify Animals

2019 ◽  
Vol 10 (3) ◽  
pp. 23-34 ◽  
Author(s):  
Noureddine Zghida ◽  
Zouhaire Lamrani ◽  
Rachid Janati-Idrissi
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Learning Process ◽  
Secondary School Students ◽  
Education And Training ◽  
Alternative Conceptions ◽  
School Students ◽  
Teaching Learning ◽  
And Training

Bringing out the misconceptions is a primordial process in teaching and the learning of biology. This article aims to highlight Moroccan students' alternative conceptions, regarding animal and to elicit their ability to classify some animals. Data was collected using the Animal Classification Test (ACT) distributed at the Moroccan secondary school at the Tangier-Tetouan regional Academy of Education And Training. The results obtained showed that students have real obstacles to classify even most known animals (goose, butterfly, crocodile, etc.). These obstacles are often misconceptions and were poorly treated and reformulated by the teaching-learning process. In fact, many students used “non-taxonomic” criteria, such as habitat and locomotion to classify animals even after learning the categories of the biological taxonomy. In addition, this article finds that high school students have almost the same alternative conceptions about animal classification as the intermediate secondary school. This result confirmed that alternative conceptions are more resistant to change and persist anchored on student's mind even after teaching-learning sequences.

Conclusion

2020 ◽  
pp. 162-180
Author(s):  
Hannah Cobb ◽  
Karina Croucher
Keyword(s):  
Political Economy ◽  
Learning Process ◽  
Teaching And Learning ◽  
Collective Actions ◽  
Conference Paper ◽  
Fictional Narrative ◽  
Teaching Learning ◽  
And Training ◽  
Equality And Diversity

This chapter begins with a final semi-fictional narrative, emerging partly out of the narrative in Chapter 9, but now returning to Lecturers X and Y, explaining how their use of cake in a conference paper can be deployed to explain the approach advocated in this book. In turn, the chapter sums up the arguments made throughout the volume, providing a series of tangible recommendations and collective actions under the subheadings: pedagogy, political economy, and training; pedagogy, equality, and diversity; teaching, learning, and scale; revaluing pedagogy; and recommendations beyond archaeology. At the heart of these is one foundational recommendation: ‘We must recognize the role of human and non-human entities in the learning process and that teaching and learning emerges through assemblages of human and non-human components.’ The chapter highlights the non-normative, feminist, collective approach to writing that characterizes the volume and connects this explicitly to the process of becoming archaeologist.

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