Student Teachers’ Experiences in the Student Teacher Mentoring Programme (STMP) in Zimbabwe—A Case for Masvingo Province

2018 ◽  
Vol 40 (1 & 2) ◽  
Author(s):  
Edson Zikhali ◽  
Richard Makoni ◽  
Joyce Zikhali
Keyword(s):  
Student Teachers ◽  
Teaching Practice ◽  
Critical Role ◽  
Teachers Colleges ◽  
Qualitative Research Design ◽  
Teachers Experiences ◽  
Lesson Delivery ◽  
Multiple Case ◽  
Group Interviews

This multiple case study reports on an investigation into student teachers’ teaching practice experiences in the 2.5.2 programme in Masvingo Province, Zimbabwe. A qualitative research design was adopted to investigate this phenomenon through focus group interviews and questionnaires with a purposeful sample of 20 student teachers who had just completed their teaching practice. The interviews were recorded using a digital recorder and transcribed verbatim by the researchers. The data were manually coded to find the themes; these are presented using direct quotations and were analysed using content analysis. The findings revealed that mentors play a critical role in the training of teachers in Zimbabwe and that some student teachers had problems with stating aims in their schemes of work and objectives in lesson plans. They also experienced difficulties with lesson planning and had challenges in lesson delivery. Class control was difficult for many student teachers and lesson evaluation proved tough for them. These insights suggest that host teachers’ colleges should devote more time to professional studies where student teachers practice planning lessons and evaluating them, making schemes of work and engaging in microteaching. These could be followed with reflection and discussions that facilitate better performance in teaching. Considering the critical role that mentors play during teaching practice, it would be recommended that a token of appreciation be awarded to them.

Utilization of Reflective Strategies by Mentors in the Student Teacher Mentoring Program (STMP) in a Selected Province in Zimbabwe

2018 ◽  
pp. 197-211
Author(s):  
Edson Zikhali ◽  
Joyce Tsungai Zikhali
Keyword(s):  
Student Teachers ◽  
Teaching Practice ◽  
Lesson Planning ◽  
Mentoring Program ◽  
Teachers Colleges ◽  
Lesson Delivery ◽  
Lesson Evaluation ◽  
Reflective Strategies ◽  
Key Aspects ◽  
Teacher Mentoring Program

In Zimbabwe, teacher training is a joint endeavor between teachers' colleges and host schools, with the latter relying on mentors in training student teachers during teaching practice (TP). This chapter explores how mentors' reflective strategies enhance students' training. It explores how mentors adopt reflective strategies to guide student teachers. Five mentors were interviewed individually while 20 were interviewed in two focus groups. Their views concentrated on key aspects of teaching, namely scheming, lesson planning, delivery, and evaluation. Findings revealed that student teachers lacked clear aims, had poor lesson introductions, superficial lesson evaluation, and unsatisfactory lesson delivery. The study highlighted that mentors reflected on these aspects and assisted the student teachers to do the same. The study recommends that teachers' colleges should prepare student teachers adequately in scheming, planning, and lesson delivery before TP. More time should be devoted to professional studies by teachers' colleges before student teachers are deployed on TP.

Succession Planning in Family-Owned Business Evidence From an Emerging Economy

2022 ◽  
pp. 504-528
Author(s):  
Muhammad Arslan
Keyword(s):  
Succession Planning ◽  
Developing Economies ◽  
Sampling Technique ◽  
Structured Interviews ◽  
Study Approach ◽  
Qualitative Research Design ◽  
The Family ◽  
Multiple Case ◽  
Generational Succession

Family-owned businesses (FOBs) play an important role in the economy of a country through the creation of jobs. However, most FOBs lack strategies regarding succession planning in both developed and developing economies. This study explores the strategies that are used by FOBs to prepare future leaders. Drawing on qualitative research design, this study employed a multiple case study approach and selected 13 cases by employing a purposive sampling technique from the FOBs of Pakistan. Semi-structured interviews were conducted with the successors of FOBs. The findings reveal that succession planning is pivotal for the development of business and the successful transition of FOB from one generation to another. Most of the respondents fully understand the importance of succession planning for the sustainability of the business. However, in some cases, socioemotional aspects of generational succession planning require strategies that concurrently focus on successor suitability, the consensus of the family, mode of transition, leadership, and challenges faced by the FOBs.

Examining the Role of Paraeducators When Supporting Children With Complex Communication Needs: A Multiple Case Study

2019 ◽  
Vol 43 (2) ◽  
pp. 144-161
Author(s):  
Gretchen M. Cole-Lade ◽  
Lucy E. Bailey
Keyword(s):  
Special Education Teachers ◽  
Multiple Case Study ◽  
Complex Communication Needs ◽  
Team Members ◽  
Fully Integrated ◽  
Qualitative Research Design ◽  
Multiple Case ◽  
Speech And Language Pathologists ◽  
Communication Needs

The purpose of this study was to examine the roles of paraeducators in educational teams who supported young children with complex communication needs (CCNs). Participants included members of three teams which included general and special education teachers, paraeducators, speech and language pathologists (SLPs), and parents. An instrumental, multiple case study, qualitative research design was used to better understand paraeducators’ distinct roles and their varying levels of participation as members of their educational teams. Emergent cross-case themes included, first, the varying degrees to which teams worked collaboratively with the paraeducator and, second, the different roles the paraeducators fulfilled based on team members’ expectations. Findings indicated that the degree to which the three teams included the paraeducator as an integral team member varied from minimal to fully integrated. The fully integrated team worked collaboratively to best support the child. The paraeducator’s role and experience on each team was based on the educational team member’s expectations and the support the paraeducator received from the team.

scholarly journals Discourse and Reflection Competencies Developed by Student Teachers through Repeated Children’s Book Read Alouds: A Multiple Case Study

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Clodie Tal
Keyword(s):  
Student Teachers ◽  
Developmental Trajectories ◽  
Group Analysis ◽  
Multiple Case Study ◽  
Well Being ◽  
Book Reading ◽  
Case Study Methodology ◽  
Children's Book ◽  
Multiple Case

This paper describes the development of discourse and reflection competencies by three early-age student teachers through repeated children’s book reading (RCBR) in small, heterogeneous groups. The students were enrolled in a four-track, early-education preparation program at Levinsky College of Education in Israel. Research based on a multiple-case-study methodology, focused on an analysis of the students’ interpretation of and reflections on the transcripts of the discourse throughout the three years of their fieldwork. Findings indicate that, over the three years, all three students relaxed their control of the discourse, allowing for more continuous literary discourse among the children. Differences in the developmental trajectories of the three students were manifested in the extent to which literary understanding and distinctive interpretations by the children were emphasized. Over the three years, all three students also developed a genuine concern for the children’s well-being and participation in the group. Analysis of the students’ protocols yielded a tentative formulation of milestones in the development of discourse and reflection competencies through teaching preparation studies.

Exploring the impact of a teacher development programme using a digital application on linguistic interactions in the classroom: a multiple case study

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Marta Gràcia ◽  
Ana Luisa Adam-Alcocer ◽  
Pamela Castillo Mardones
Keyword(s):  
Teacher Development ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Multiple Case Study ◽  
Progressive Increase ◽  
Digital Tool ◽  
Multiple Case ◽  
Reflective Questions ◽  
The Impact

Abstract This article reports on the use of a digital application (EVALOE-SSD) for the professional development of teachers to improve the linguistic competence of their students. We conducted a multiple case study that involved five teachers and their students from different schools. Over a period of three months, the teachers used the digital application to assess their classes, make decisions and introduce changes in their teaching practices. The results show that the change process includes stages of progress and stages of regression, but in general the trend was to a progressive increase in scores. Therefore, the use of the digital application improved the competences of teachers and students, regardless of the type of school or students’ age. This is shown in the cases of two teachers, which are analysed in greater depth. We believe that our findings are important as they document how self-reflection, stimulated by aids such as video recordings, reflective questions and pictures, facilitates a change in teaching practices. At the end of the programme, all the teachers stated that the experience of using the digital tool had clearly been enriching, and they had learnt and improved teaching practice linked to communicative competence.

Clinical Intervention for Children with Developmental Coordination Disorder:A Multiple Case Study

2004 ◽  
Vol 21 (3) ◽  
pp. 281-300 ◽  
Author(s):  
Motohide Miyahara ◽  
Alena Wafer
Keyword(s):  
Student Teachers ◽  
Teaching Methods ◽  
Developmental Coordination Disorder ◽  
Clinical Intervention ◽  
Self Esteem ◽  
Physical Competence ◽  
Process And Outcome ◽  
Multiple Case ◽  
Coordination Disorder

The teaching process and outcome in a skill theme program and a movement concepts program were described and analyzed in seven children with developmental coordination disorder. It was hypothesized that the skill theme program would improve targeted skills and perceived physical competence, whereas the movement concepts program would improve self-esteem and creativity. The seven children were taught individually by the same student teachers twice a week for a period of five weeks in one of the teaching methods. After a vacation, the teachers changed their teaching strategies and taught the same children using the alternative method. Although the hypothesis was generally supported, the children’s response to and progress in the programs varied. Possible factors influencing the variation were discussed.

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