A Study To Find Out The Classroom Behaviour Of Teacher Educators Of Federal College Of Education

2009 ◽  
Vol 3 (1) ◽  
pp. 54-62
Author(s):  
Aijaz Ahmed Gujjar ◽  
◽  
Bushra Naoreen Choudhry ◽  
Keyword(s):  
Teacher Educators ◽  
College Of Education ◽  
Classroom Behaviour

2. Using Creativity and Collaboration to Develop Innovative Programs That Embrace Diversity in Higher Education

2012 ◽  
Vol 5 ◽  
pp. 6 ◽  
Author(s):  
A. Helene Robinson
Keyword(s):  
Teacher Educators ◽  
Arts Integration ◽  
College Of Education ◽  
Interdisciplinary Education ◽  
Diversity In Higher Education ◽  
Diverse Student ◽  
Innovative Solution ◽  
Program Content ◽  
Diverse Student Population ◽  
Geographical Locations

This paper provides an example of an innovative solution to program development that addresses the diverse needs of teacher educators throughout various geographical locations in Florida, through a collaborative multi-university, muti-agency teacher training program funded by one collaborative grant.   Innovation is driven out of need, and I will discuss how I identified the needs at my university and then utilized creativity and collaboration to network and obtain the grant, which then facilitated, developed, and taught in a new M.Ed. program in Arts and Academic Interdisciplinary Education.  Program content and delivery were both planned around the diverse student population within the multi-university collaboration, with each university designing diverse programs to address the specific needs of their population but with the same concept of arts integration.  Collaboration also occurred within each university: the College of Arts and Science and the College of Education.  In addition, teachers were required to collaborate as coaches in their schools to train and support others in increasing arts integration in their schools.

Can Teachers’ Self-Reported Efficacy, Concerns, and Attitudes Toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?

2015 ◽  
Vol 40 (1) ◽  
pp. 21-38 ◽  
Author(s):  
Umesh Sharma ◽  
Laura Sokal
Keyword(s):  
Teaching Practices ◽  
Teacher Educators ◽  
Classroom Practices ◽  
Inclusive Classrooms ◽  
Attitudes Toward Inclusion ◽  
Inclusive Classroom ◽  
Significant Relationships ◽  
Positive Attitudes ◽  
Classroom Behaviour ◽  
Inclusive Teaching

This research was undertaken to determine if significant relationships exist between teachers’ self-reported attitudes, concerns, and efficacy to teach in inclusive classrooms and their actual classroom behaviour in Winnipeg, Canada. Five teachers completed 3 scales measuring their attitudes to inclusion, their level of concerns about teaching in inclusive classrooms, and their level of efficacy for teaching in inclusive classrooms. They were observed using a newly developed scale to measure their inclusive teaching practices. Each teacher was observed from 3 to 5 hours on different occasions. Data were analysed using 1-tailed Spearman correlations. Results indicated that teachers who were highly inclusive in their classroom practices tended to have significantly lower degrees of concerns and positive attitudes to inclusion. Implications of the research for policymakers, future researchers, and teacher educators are discussed.

scholarly journals Relationship between pre-service teachers’ mathematics self-efficacy and their mathematics achievement

2019 ◽  
Vol 15 (1) ◽  
pp. 23-36
Author(s):  
Charles Bediako Ampofo
Keyword(s):  
Mathematics Achievement ◽  
Self Efficacy ◽  
Teacher Educators ◽  
College Of Education ◽  
Teaching Mathematics ◽  
Education Data ◽  
Strong Positive Relationship ◽  
Achievement In Mathematics ◽  
The Relationship ◽  
Mathematics Self Efficacy

This study sought to explore the relationship between pre-service teachers’ perceived self-efficacy in teaching mathematics and their achievement in mathematics. It is a descriptive study which involved forty students (47.5% male, 52.5% female) of Kibi College of Education. Data was collected through a Mathematics Self-Efficacy Scale (MSES) questionnaire and a Mathematics Achievement Test (MAT). The findings of the study revealed a strong positive relationship between the pre-service teachers’ self-efficacy in mathematics and their achievement in mathematics. In view of the findings, the study recommends among others that teacher educators should focus on helping to develop pre-service teachers.

scholarly journals Collaborative Learning in a Boundary Zone: A Case Study of Innovative Interinstitutional Collaboration in Israel

2013 ◽  
Vol 8 (4) ◽  
Author(s):  
Edith Tabak ◽  
Ilana Margolin
Keyword(s):  
Collaborative Learning ◽  
Community Of Practice ◽  
Educational Change ◽  
Cultural Change ◽  
Teacher Educators ◽  
College Of Education ◽  
Boundary Zone ◽  
Interinstitutional Collaboration ◽  
Common Understanding

This qualitative study focused on the collaboration between a school district and a college of education in Israel and aimed to explore how the participants created common understanding in order to promote educational change. The theoretical approach involved analyzing the institutional interconnections based on boundary practices and boundary objects and the ways these interconnections shaped the collaborative learning process, promoted educational change, and fostered educational leadership in the district and in the college. The study observed the formation of a community of practice within the boundary zone, which was developed over a three-year period by a group of 20 superintendents, the district head, and two teacher educators. Beyond concrete outcomes, such as improvement of pupils' scores on the state-mandated achievement tests, the study showed a transformation in the superintendents' perception of their roles and a cultural change in the district.

scholarly journals Caring, Sharing and Giving without any Hesitation: Teacher Educators’ Perceptions and Practices of Citizenship Education at Sultan Qaboos University in Oman

2021 ◽  
Vol 10 (3) ◽  
pp. 1437-1447
Author(s):  
Saif Al-Maamari
Keyword(s):  
Professional Development ◽  
Educational System ◽  
Citizenship Education ◽  
Teaching Practices ◽  
Qualitative Method ◽  
Teacher Educators ◽  
College Of Education ◽  
Sultan Qaboos University ◽  
Current Article

<p style="text-align: justify;">Citizenship education has been recognised as a desirable attribute of students both by the educational system and Sultan Qaboos University in Oman. The aims of citizenship education will be difficult to achieve unless teacher educators incorporate citizenship education as a main outcome of their courses. Yet, that mainly depends on their understanding of the meaning of citizenship and what the component is that they ought to develop. The current article aims to analyse the perceptions of teacher educators about citizenship and their related teaching practices. Study adopted a qualitative method to collect the data by interviewing five teacher educators from college of education, Sultan Qaboos University. The findings showed that those educators associated citizenship with patriotism and a personally responsible vision of citizenship. In addition, they reported limited practices pertinent to citizenship education and clearly expressed their need for professional development in citizenship education.  </p>

scholarly journals Responding to Uncertainty: Teacher Educator Professional Development Through Co-Teaching and Collaborative Reflection

2015 ◽  
Vol 8 (2) ◽  
pp. 245-259 ◽  
Author(s):  
Nancy Luke ◽  
Carrie Rogers
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Teacher Educators ◽  
Teacher Educator ◽  
College Of Education ◽  
Collaborative Reflection ◽  
Value Conflict ◽  
New Faculty ◽  
Faculty Positions ◽  
Narrative Format

This exploratory paper describes the collaborative planning, reflection, and teaching for two teacher educators in the process of professional development and acclimation to new faculty positions in a College of Education. As a result of intense and reflective conversations, they discovered a mutual interest in the writings of Schön (1987) and found that his work on uncertainty, uniqueness, and value conflict served as a useful heuristic for understanding their shared experience of co-teaching a curriculum course. Their experiences of reflection in and on action, and their subsequent commitment to changes in their practice as teacher educators, are told in a narrative format to help other college educators see the personal as well as professional growth and development that occurred for both.

Assessing prospect and challenges of e-learning in teacher education program aftermath of covid-19 pandemic: teacher educators’ views

2021 ◽  
Vol 4 (3) ◽  
pp. 123-128
Author(s):  
Julius Michael Egbai ◽  
Eke Ogbu Eke ◽  
Ijeoma F Ubochi
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Academic Staff ◽  
College Of Education ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
E Learning

The study aims at assessing teacher educators’ views on the prospect and challenges of e-learning in teacher education program aftermath of the Covid-19 pandemic. The population consists of 1321 academic staff of Alvan Ikoku College of Education Owerri (AIFCE). Two Schools out of the seven schools in Alvan Ikoku Federal College of Education were purposively selected for the sample size of 249 academic staff. Researchers made an assessments questionnaire titled” Teachers Views on Prospect and Challenges E-learning in Teacher Education Program Questionnaire (TVPCETEC) was used for data collection. It has a reliability coefficient of 0.77 determined through the Pearson Product Moment Correlation Coefficient. The data collected were analyzed using mean and standard deviation in answering the research questions. The study showed that teacher educators are of the view that e-learning is the key for effective teacher education program vis-vis the Covid-19 pandemic, which has called for social distance protective protocols. Challenges to effective e-learning, such as in teacher education, were also identified. But despite the challenges facing e-learning in teacher education programs, teacher educators accepted that e-learning is the key to limitless possibilities in education and should be fully embraced. It is recommended that Colleges of Education liaise with relevant authorities in benchmarking teacher education programs with e-learning. It will help tackle the digital divide among lectures and students for effective implementation of learning in teacher education programs.

Summer Practicum: Extending the Partnership for Pre-Service Teachers to a Local High School

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Jim Mostofo
Keyword(s):  
High School ◽  
Experiential Learning ◽  
Teacher Educators ◽  
Real Life ◽  
Teaching Experience ◽  
College Of Education ◽  
Dual Role ◽  
Mentor Teachers ◽  
Local School ◽  
The Impact

Teacher educators and their students (pre-service teachers) are not always able to be involved in partnerships with local high schools and their students. This paper describes such a partnership with a local high school in which pre-service teachers from a university’s college of education completed their practicum hours over the summer in advance for their fall classes. My dual role in this partnership as a professor in the college of education and as the director of the summer partnership is discussed. This study also examined the impact of this summer practicum partnership on the pre-service teachers. My participation in the program increased my belief in local school summer partnerships and the benefits of experiential learning for the pre-service teachers as we worked through the scholarship of application (Boyer, 1997). The pre-service teachers cited their benefits in the areas of more real-life teaching experience, collaboration with their mentor-teachers, and a welcoming feeling from the local high school.

scholarly journals The Effects of Interactive Whiteboard on the Academic Performance of Deaf Students in Federal College of Education (SP), Oyo, Nigeria

10.29007/q8fm ◽  
2020 ◽  
Author(s):  
Sunday Taiwo ◽  
Ogunpeju Taiwo
Keyword(s):  
Educational Technology ◽  
Academic Performance ◽  
Teacher Educators ◽  
College Of Education ◽  
Interactive Whiteboard ◽  
Theory And Practice ◽  
Class Versus ◽  
Deaf Students ◽  
First Semester ◽  
Significant Difference

As interactive whiteboard (IWB) becomes more popular, teacher educators and students are expected to teach and learn using interactive whiteboard: This study was conducted at the Federal College of Education (Special), Oyo during first semester of 2017/2018 academic session in order to determine the effects of IWB on the academic performance of the deaf and hard of learning students who attended “Educational Technology: Theory and Practice” course. The finding gained in this research showed that a significant difference in favour of the IWB class versus the conventional class in the posttest. In the IWB class, IWB system was used. Therefore, it was seen that the use of IWB system increased the student achievement effectively.

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