The Study of Multicultural Teacher Education in the Primary Teacher Education Curriculum in Singapore

2021 ◽  
Vol 41 (3) ◽  
pp. 65-81
Author(s):  
Ji-Yeun Choi ◽  
In-Sil Chang
Keyword(s):  
Teacher Education ◽  
Primary Teacher ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
Multicultural Teacher Education ◽  
Primary Teacher Education ◽  
Multicultural Teacher

scholarly journals CONTRIBUTION OF PRIMARY TEACHER EDUCATION CURRICULUM TO QUALITY PRIMARY EDUCATION IN UGANDA

2013 ◽  
Vol 52 (1) ◽  
pp. 35-47
Author(s):  
Alice Merab Kagoda ◽  
Betty Akullu Ezati
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Primary Education ◽  
Primary Schools ◽  
Teacher Educators ◽  
Primary Teacher ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
Teacher Training Colleges ◽  
Primary Teacher Education

With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers. Key words: primary teacher education, primary school curriculum, quality education.

scholarly journals Role of Tutors’ Social Reconstruction Orientation on Choice of Instructional Approaches in Public Primary Teachers’ Training Colleges in Kenya

2021 ◽  
Vol 3 (1) ◽  
pp. 12-26
Author(s):  
Jacinta Katumbe Mutisya ◽  
Wilfrida Arnodah Itolondo ◽  
Samson Kariuki Ikinya
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Primary Teacher ◽  
Instructional Approaches ◽  
Social Reconstruction ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
Societal Issues ◽  
Teacher Training Colleges ◽  
Primary Teacher Training

Education acts as an instrument of social reconstruction and therefore, it must be capable of stabilising social order and conserving culture in the society to ensure sustainability. Tutor beliefs about a curriculum for social changes and adaptability upon which social reconstruction orientation is premised is vital in developing knowledge, skills, attitudes and values in teacher trainees is much needed to adapt to the ever-changing global demands. This study sought to determine tutors’ preference on the choice of instructional approaches; to determine tutors’ level of social reconstruction orientation to the teacher education curriculum and to establish the relationship between tutors’ social reconstruction orientation and choice of instructional approaches in public primary teacher training colleges in Kenya. This study adopted a correlational approach with a convergent mixed-methods approach. Questionnaires, interviews, classroom observation and document analysis were used to collect data. The sample population involved 178 tutors, 35 HODs, 20 classrooms and 4 documents purposively selected from five public primary teacher training colleges in Kenya. Both descriptive and inferential statistics were used to analyse data as per the study objectives. The study found no significant relationship between social reconstruction orientation and choice of instructional approaches. Consequently, this may impact negatively on the development of a teacher that is engaged, empowered, ethical and globally competitive as is proposed in the current teacher education reforms in Kenya. The inadequate representation, the restricted framework, limited provision of interactive learning activities and policy on the integration of societal issues in the primary teacher education curriculum provided a poor link between theory on societal issues and practice. Professional development of tutors and relevant stakeholder engagement are crucial in changing the mindsets of tutors with regard to teaching a curriculum for social reconstruction.

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

PENGARUH MEDIA PEMBELAJARAN DAN KECERDASAN GANDA TERHADAP HASIL BELAJAR TEKNOLOGI INFORMASI DAN KOMPUTER (TIK) MAHASISWA PGSD UNIVERSITAS NEGERI MEDAN

2012 ◽  
Vol 5 (2) ◽  
Author(s):  
Harun Sitompul ◽  
Reni Astuti
Keyword(s):  
Teacher Education ◽  
Multiple Intelligences ◽  
Interactive Multimedia ◽  
Primary Teacher ◽  
Instructional Media ◽  
Learning Achievement ◽  
Instructional Process ◽  
Regular Class ◽  
Primary Teacher Education ◽  
Level Of Significance

Abstract: The Effect Of Instructional Media And Multiple Intelligences On Student’s Learning Achievement On Information And Comunication Technology (ICT) Of Primary Teacher Education,  State University Of Medan. The objectives of  this quasi – experimental research were to discover: 1) whether the students learning achievement of Primary Teacher Education (PTE) in ICT taught by using CD interactive multimedia interactive instructional media was higher than learning achievement of  PTE taught by using module instructional media, 2) whether the students learning achievement of  PTE in ICT with spasial visual multiple intelligences was higher than student’s with verbal linguistic multiple intelligences, and 3) the interaction between instructional media and multiple intelligences in affecting the student’s learning achievement in ICT. The population of the study was 180 students of PTE who took the ICT from 6 classes namely 2 regular classes, 3 extension classes from the city government Academic year 2010/2011.Based on cluster random sampling technique 4 clasess taken from 2 reguler classes and 2 extention classes. The A regular class and A extension class using CD interactive multimedia instructional media and module was used in B regular class and B extention class. The research findings showed that : (1) the students’ learning  achievement in ICT taught by using CD interactive multimedia instructional media was higher than the students’ taught by using module instructional media with Fcount = 11.65 > Ftables = 4.00 at the level of  significance α = 0.05; (2) the students’ learning achievement in ICT with multiple intelligences spatial visual was higher than students’learning achievement with multiple intelligences verbal linguistic with Fcount = 11.65 > Ftables = 4.00 at the level of  significance α = 0.05, and (3) there was an interaction between instructional media and multiple intelligences on students’ learning achievement in ICT where Fcount =  8,85  > Ftable =  4.00 at the level of  significance α = 0.05.         The conclusion of research is that application of the instructional media in the instructional process can improve the student’s learning achievement especially for PTE. Therefore, the implication is lecturers should be trained in order they can apply a more variative instructional process. So, it is the suggested that the lecturers should able use a variety of media for the success of the instructional process. Keywords : instructional media, multiple intelligences, interactive multimedia, module, spatial visual, verbal linguistic.

scholarly journals Framing heuristics in inclusive education: The case of Uganda’s preservice teacher education programme

2019 ◽  
Vol 8 ◽  
Author(s):  
Proscovia S. Nantongo
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Inclusive Education ◽  
Curriculum Design ◽  
Policy Design ◽  
Daily Practice ◽  
Education Programme ◽  
Primary Teacher ◽  
Primary Teacher Education ◽  
Group Interviews

Background: Recent education-related research has raised concerns about the persistent exclusion of vulnerable learners in Uganda. The Revised Primary Teacher Education Curriculum of 2013 marked an ambitious yet inconclusive attempt to advance the implementation of inclusive education but has encountered deeply entrenched sociocultural exclusionary practices among education experts.Objectives: This study aimed to explicate education practitioners’ interpretations of Uganda’s flagship inclusive education programme in preservice primary teacher education.Method: Drawing on the conceptual vocabulary of frame analysis and the qualitative analysis of individual and group interviews and classroom observations, the interpretations of inclusive education implementation in preservice primary teacher education in Uganda were examined. The participants included policy design experts, curriculum design experts and classroom practitioners.Results: Three main findings emerged. Firstly, interpretations of inclusive education displayed a narrow framing heuristic of inclusive education as a perfunctory, daily practice rather than a pathway for reflective, inclusive pedagogical engagement. Secondly, the heuristic encouraged the treatment of inclusive pedagogy as a ‘label’ under a specific rubric referring to sensory impairments or disabilities – a historical device for sociocultural exclusion. Thirdly, inclusive education was a praxis but was misframed from its original intentions, causing tension and resentment among practitioners. These findings contribute to the debates on the sustainability of inclusive education beyond preservice teacher education.Conclusion: Uganda’s flagship inclusive education programme in preservice primary teacher education was fraught with tensions, ambiguities and an overt, urgent need for change.

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