scholarly journals To Study the Effect of M-Learning Knowledge Management Programme on the Performance of Teacher Trainees Belonging To Different Residential Backgrounds

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Ruchi Tomar ◽  
Dr. Vinita S. Gopalkrishanan
Keyword(s):  
Teacher Education ◽  
Knowledge Management ◽  
Management Programme ◽  
Teacher Trainees ◽  
Practice Teaching ◽  
Rural Teacher ◽  
Better Than

This paper discusses implementation of M-learning with appropriate knowledge management in teacher education for planning and delivering lessons during practice teaching for enhancing their performance. Main objective of study was to study the effectiveness of M-learning knowledge management on the performance of teacher trainees. Sample chosen for the present study was 52 teacher trainees. For analysis of data ANOVA was applied and results were taken out subsequently. And findings suggest that knowledge management in M-learning enhance performance of teacher trainees. Further findings revels that residential background also affects performance i.e. urban based teacher trainees performs better than that of rural teacher trainees. Results taken out from that data collected from schools students regarding the performance of teacher trainee’s revels that there was no significant effect of residential background on the performance of teacher trainees.

scholarly journals What Counts as Best Practice Teaching for Teacher Educators: Theory and Practice

2019 ◽  
Vol 7 (12) ◽  
pp. 298-306
Author(s):  
Aurelia Atukwase
Keyword(s):  
Teacher Education ◽  
Best Practices ◽  
Novice Teachers ◽  
Best Practice ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Theory And Practice ◽  
Teacher Trainees ◽  
Practice Teaching ◽  
The Way

The aim of this essay is to operationalize best practice in teaching, what it is, what it constitutes and the kind of knowledge teacher educators need in order to become best practitioners. This is because some authors often use the phrase ‘best practices’ whenever debating about what teachers should portray in view of preparing teacher trainees for the teaching profession . What always occupies my mind, however, is not only the exploit of the phrase, but also the way different educational researchers even go ahead to suggest the benefits of best practices in teacher education without unpacking the phrase itself. My argument here is that not until teachers as practitioners re-define the scope of teaching in view of best practice, it might continue posing challenges for novice teachers to know the kind of knowledge they need to posses if they are to showcase best practices in teaching.

scholarly journals Sustainable Teacher Training via Distance Education: The Effect of Study Centers, Gender and Economic Demographics on Academic Performance

2021 ◽  
Vol 13 (14) ◽  
pp. 7965
Author(s):  
Hong Zhang ◽  
Wilson Osafo Apeanti ◽  
Paul Georgescu ◽  
Prince Harvim ◽  
Dianchen Lu ◽  
...  
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Academic Performance ◽  
Education Program ◽  
Teacher Education Program ◽  
Policy Implications ◽  
Education Students ◽  
Traditional Mode ◽  
The University ◽  
Better Than

We examine the effectiveness and sustainability of the distance teacher education program established by the University of Education, Winneba, Ghana, by investigating the differences in the academic performance of students who are trained in the teacher education program via traditional and distance education modes, respectively, from 2011 to 2015. Close attention is paid to the factors that affect the academic performance of students in the distance mode. Our findings confirm that traditional mode students perform better than their distance mode counterparts in terms of cumulative GPAs. Gender and economic demographics of distance study centers are found to affect the academic performance of distance education students significantly. The policy implications of these findings are discussed and directions of further action are outlined.

Achieving structured knowledge management with a novel online group decision support system

2020 ◽  
pp. 026666692096984
Author(s):  
Wesley Shu ◽  
Songquan Pang ◽  
Minder Chen
Keyword(s):  
Knowledge Management ◽  
Knowledge Acquisition ◽  
Ad Hoc ◽  
Group Decision Support System ◽  
Face To Face ◽  
Knowledge Conversion ◽  
Group Problem Solving ◽  
The People ◽  
Mixed Factorial Design ◽  
Better Than

Knowledge management (KM) is a complicated process that involves socialization, externalization, combination, and internalization and requires close collaboration among the people involved. Although Nonaka proposed the SECI (Socialization, Externalization, Combination, Internalization) model and the concept of Ba, which provides a process-oriented view of knowledge creation and transfer, practicing it is rather ad hoc. COVID-19 has provided a chance for practitioners to find a new method for KM. In this study, we adapted a group problem-solving system called TeamSpirit and structured it as a Ba for the SECI model. We then compared TeamSpirit with two other implementations of Ba, email and face-to-face communication, to evaluate their effects on knowledge externalization, knowledge combination, and knowledge internalization. Then, we evaluated whether these knowledge-conversion processes could improve knowledge acquisition and intention to share knowledge. A 3 × 2 mixed factorial design experiment was conducted. The results show that (a) TeamSpirit was better than the others, and face-to-face was better than email for each of the three knowledge conversion processes (externalization, combination, and internalization) and (b) the better the team’s knowledge conversion process lead, the stronger its knowledge acquisition and knowledge-sharing intention.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

scholarly journals Transforming Teaching and Learning for Quality Teacher Education in Ghana: Perspectives from Selected Teacher Trainees and Stakeholders in Teacher Education

2017 ◽  
Vol 9 (3) ◽  
pp. 149 ◽  
Author(s):  
Stephen Kwabena Ntim
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Academic Research ◽  
Student Diversity ◽  
Policy And Practice ◽  
Student Centered ◽  
Teacher Trainees ◽  
Teacher Professional ◽  
Education In Ghana

This survey measured the perspectives of teacher trainees, classrooms teachers and stakeholders in teacher education regarding factors that could enhance teaching and quality teacher education in Ghana. Findings from the survey indicate that teachers’ content knowledge was considered appreciable, but more emphasis needed to be paid to cultivating critical and inquiry skills among Ghanaian teachers. Additionally, efforts were to be made in teacher education towards a more constructivists approach to teaching, with focus on student-centered teaching and attention to student diversity, as well as enhancing teacher professional development, especially in the area of academic research. Implications for policy and practice suggested among others, are that teacher education in Ghana needs a more professional development that is both data-based and standard driven, as well as collaboratively developed, as criteria to assess teacher quality and possible certification.

scholarly journals The level of awareness and production of English lexical stress among English language teacher trainees in Malaysia

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Ernie Adnan ◽  
Stefanie Pillai ◽  
Poh Shin Chiew
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Acoustic Analysis ◽  
Intermediate Level ◽  
Lexical Stress ◽  
Language Teacher ◽  
Stressed Syllable ◽  
Teacher Trainees ◽  
Systematic Pattern ◽  
Second Language Teacher

The realisation of lexical stress among Malaysian speakers of English is likely to be different from other varieties of English. In spite of this, there is a preference for a native pronunciation model in the teaching of English in Malaysia. In relation to this issue, this paper focuses on lexical stress among a group of Teaching of English as a Second Language teacher trainees. The objectives of this paper are to assess the overall level of awareness of lexical stress among them, to examine their production of lexical stress, and to determine the link between their level of awareness and production. The method used to elicit data for the first objective was a Lexical Stress Awareness Test (LSAT), completed by 104 teacher trainees. Data for the second objective were obtained by recording the trainees reading sentences containing test words. The findings from the LSAT indicate that most of the trainees have an intermediate level of awareness of English lexical stress. They were generally unable to describe the characteristics of a stressed syllable. In addition, the findings from the acoustic analysis of the recordings suggest that they did not have a systematic pattern of stressing syllables with the main correlate of stress being vowel lengthening. In contrast, most of them chose ‘higher pitch’ as the characteristic of a stressed syllable. Hence, there is an inconsistency between their awareness and production of lexical stress in English. We discuss the implications of these findings in relation to the teaching of pronunciation in the classroom and the effect of lexical stress placement on intelligibility. Our general conclusion is that more attention needs to be given in teacher education to how lexical stress is used in English, and also to the characteristics of stress in the Malaysian variety of English.

How Does Location Impact Meaning and Opportunity? Rural Schools and the NCATE Diversity Standard

2012 ◽  
Vol 114 (5) ◽  
pp. 1-36
Author(s):  
Debra Miretzky ◽  
Sharon Stevens
Keyword(s):  
Teacher Education ◽  
Rural Schools ◽  
Quantitative Methods ◽  
Online Survey ◽  
Teacher Education Programs ◽  
National Council ◽  
Education Programs ◽  
Ample Evidence ◽  
Rural Teacher ◽  
K 12

Background/Context While there is ample evidence that the K–12 student population is becoming increasingly diverse and the teacher workforce is not, very little literature addresses the specific problems rural teacher education programs may experience attempting to meet the National Council for the Accreditation of Teacher Education (NCATE) diversity standard. A 2005 NCATE-sponsored survey found that an unknown number of respondents indicated difficulty in meeting the requirements of the standard and that “geographically isolated” programs were especially affected. The existing research that targets rural programs tends to describe specific practices. As NCATE and TEAC, the two major teacher education accreditation programs, move toward consolidation, revisiting the expectations regarding diversity is critical. Purpose/Objective/Research Question/Focus of Study The purpose of this study was to explore rural SCDEs’ experiences with the diversity standard as well as the implications of these experiences, with the aim of reporting and suggesting possible strategies for enhancing the application of the standard at the institutional and agency levels. We hypothesized that rural schools experience difficulty with meeting aspects of the standard due to the potential limitations associated with the schools’ locations. Research questions focused on how rural programs define diversity, identification of obstacles, priorities for programs, and adaptations. One hundred and sixteen NCATE coordinators and/or deans participated in the study's online survey. Research Design This research was an exploratory study that used qualitative and quantitative methods. The instrument included survey questions and items for open-ended responses. Conclusions/Recommendations Rural teacher education programs do experience difficulties with meeting the requirements of the NCATE diversity standard. Respondents singled out recruitment and retention of diverse faculty and candidate's inability to provide high-quality diversity experiences, and location as the biggest issues. Respondents perceived that NCATE focuses on race and ethnicity to the exclusion of other categories. In particular, respondents reported strong beliefs that SES and exceptionalities are more universal and more locally relevant and deserve to be recognized as critical priorities for educating candidates who could build on this competence in working with other diversities—a kind of “transferable skills” perspective. Programs would like to see recognition for “good faith” efforts and would value the opportunity to demonstrate the strengths and generalizability of their diversity programs. As NCATE and the Teacher Education Accreditation Council (TEAC) move toward consolidation, new frameworks for assessing these frameworks should be considered.

Transformational leadership and innovation in teaching and learning activities: the mediation effect of knowledge management

2019 ◽  
Vol 47 (4) ◽  
pp. 242-250 ◽  
Author(s):  
Sugunah Supermane
Keyword(s):  
Teacher Education ◽  
Transformational Leadership ◽  
Knowledge Management ◽  
Structural Equation ◽  
Clinical Training ◽  
Teaching And Learning ◽  
Mediation Effect ◽  
Primary Data ◽  
Content Type

Purpose Education institutions persist by transforming leadership skills to manage their knowledge resources efficiently as well as enhance the lecturer’s teaching and learning innovation capabilities. Therefore, the purpose of this study is to investigate whether knowledge management plays a role of mediator between transformational leadership and teaching and learning innovation in teacher education. Design/methodology/approach A cross-sectional survey design was used to collect the primary data from 359 teacher educators across Malaysia. Self-administered questionnaires were distributed to all the samples, and the collected data was analysed using structural equation modelling approach. Findings The data analysis indicated that knowledge management did not play the role of a mediator in this study because the direct effect of transformational leadership on teaching and learning innovation was stronger than the indirect effect of transformational leadership through knowledge management. Practical implications From the aspect of implications on the practice, it was suggested that all lecturers and head of departments attend clinical training and workshops on knowledge management to further understand the knowledge management processes that could enhance the quality of teaching in teacher education institutes. Originality/value This study is perhaps the first study to investigate the role of knowledge management as a mediator between transformational leadership and teaching and learning innovation in teacher education.

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