scholarly journals Transcending Monocultural Life Experiences for Pakeha Trainee Teachers

2008 ◽  
Author(s):  
Linda Hogg
Keyword(s):  
Teacher Training ◽  
Life Experience ◽  
Life Experiences ◽  
Teaching Experience ◽  
Future Research ◽  
Case Method ◽  
Self Awareness ◽  
Interactive Performance ◽  
Trainee Teachers ◽  
Training Institutions

As New Zealand society becomes increasingly diverse, teachers remain a relatively homogenous group. It is important for teacher training to help prospective Pakeha teachers to transcend monocultural life experiences, to support their development as effective multicultural educators. International research evidences the lack of self-awareness which monocultural life experience can create, resulting in unconscious and unintended intolerance towards other perspectives and values. This article reviews three selected training strategies: teaching experience, case method and interactive performance, in relation to their potential in addressing this issue. It concludes by discussing implications for teacher training institutions and future research.

Enhancing teacher training skills by strengthening the teaching practice component

2018 ◽  
Vol 60 (3) ◽  
pp. 251-262
Author(s):  
Heather Nadia Phillips ◽  
Rajendra Chetty
Keyword(s):  
Teacher Training ◽  
South African ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Practical Experience ◽  
Original Research ◽  
Content Type ◽  
Original Research Paper ◽  
Training Institutions ◽  
Group Interviews

Purpose The ongoing theory vs practice debate reinforces the problems facing teacher training institutions which need to challenge traditional programmes and work towards a tighter coherence between coursework and practical experience. Working more closely with schools to restructure teaching practice is necessary in order to create better tuition experience for students. The paper aims to discuss these issues. Design/methodology/approach This project is situated within an interpretivist paradigm and is qualitative in nature. A sample of four South African education faculties was included. Semi-structured and focus group interviews were used to collect data from fourth-year BEd students, lecturers and in-service practitioners. Findings The findings indicated that the participants believed that the lack of actual classroom experience, and ineffective organisation of teaching practice, resulted in students feeling ill-equipped. Suggestions are made to improve the organisation of teaching experience and mentorship programmes. Originality/value This is an original research paper and it has value for teacher education.

scholarly journals 4-H “Survivor” Camp: A Real-to-Life Experience in Living on Your Own

2008 ◽  
Vol 3 (2) ◽  
pp. 96-102
Author(s):  
Carole Smith ◽  
Janice Cowan ◽  
Debera Schreiber
Keyword(s):  
Young Adulthood ◽  
Life Skills ◽  
Life Experience ◽  
Life Experiences ◽  
Home Economics ◽  
Career Preparation ◽  
Self Awareness ◽  
Life Skill ◽  
Transition From High School ◽  
Basic Life Skills

In recent years many school district budgets have been reduced. Essential life skill classes, such as home economics and personal finance, have been eliminated leaving youth unprepared to live on their own. 4-H Survivor Camp was developed to meet this need. Survivor Camp provides the opportunity for youth to learn and practice basic life skills needed to make a successful transition from high school to young adulthood. The camp is based on seven core lessons: Living on a Budget, Renting an Apartment, Living with a Roommate, Food Preparation, Career Preparation, Self Awareness and Personal Reflection. Evaluation results show that youth who have participated in the program feel more prepared to face the realities of living on their own. The value of this curriculum is that it is adaptable for youth anywhere and in a variety of settings. This article discusses the real-to-life experiences taught at the camp and the related life skills reinforced.

scholarly journals Knowledge of Learning Disabilities among Pre-service and In-service Trainee Teachers in Malaysia

2014 ◽  
Vol 2 (2) ◽  
pp. 22-39
Author(s):  
Supiah Saad ◽  
Khamsiah Ismail ◽  
Siti Rafiah Abd Hamid
Keyword(s):  
Learning Disabilities ◽  
Student Teachers ◽  
Inclusive Education ◽  
Education Program ◽  
Teaching Experience ◽  
Future Research ◽  
Sources Of Information ◽  
Trainee Teachers ◽  
Bachelor Of Education ◽  
Level Of Knowledge

Are mainstream teachers in Malaysia knowledgeable about types of students with special needs? Are there enough support services as well as facilities provided for these students’ education? This study investigated the knowledge level of Malaysian in-service trainee teachers undergoing a distance learning Bachelor of Education program sponsored by the Malaysian Ministry of Education and pre-service trainee teachers enrolled in a regular bachelor of education program. The sample consisted of 296 students of bachelor degrees at two public universities, 39 males and 257 females; 147 in-service student teachers and 149 pre-service student teachers. The respondents completed a 36-item survey designed by the researchers, which had adequate psychometric properties. The results of the study revealed that student teachers had a rich level of knowledge on a few aspects of learning disabilities and a moderate level of knowledge in other aspects tested. In-service student teachers were found to be more knowledgeable than pre-service student teachers. Student teachers’ level of knowledge was not related to their age and teaching experience. However their level of knowledge was somehow related to their status. Mass media were the main sources of information for both groups of trainee teachers. The implications of these findings for inclusive education and for future research are discussed.   Abstrak   Adakah guru-guru sistem pendidikan arus perdana di Malaysia mempunyai ilmu tentang pelajar-pelajar yang mempunyai keperluan khas? Cukupkah perkhidmatan sokongan dan kemudahan yang disediakan untuk pendidikan pelajar sedemikian? Kajian ini menyelidik aras pengetahuan guru dalam perkhidmatan yang menjadi guru pelatih melalui program Ijazah Sarjana Muda Pendidikan jarak jauh yang ditaja oleh Kementerian Pendidikan Malaysia dan guru pelatih pra-perkhidmatan yang melaksanakan program Ijazah Sarjana Muda Pendidikan secara laluan biasa.  Sampel kajian ini terdiri daripada 296 orang mahasiswa Ijazah Sarjana Muda di dua buah universiti awam, terbahagi kepada 39 orang mahasiswa lelaki dan 257 orang mahasiswa perempuan; dan 147 orang guru pelatih dalam perkhidmatan dan 149 orang guru pelatih pra-perkhidmatan. Responden dikehendaki mengisi soal selidik yang mengandungi 36 item yang dibina oleh para penyelidik dan mempunyai sifat psikometrik yang memuaskan.  Hasil kajian mendedahkan bahawa guru pelatih mempunyai aras ilmu yang kaya tentang sedikit aspek pembelajaran orang kurang upaya dan aras sederhana dalam beberapa aspek yang diuji. Guru-guru dalam perkhidmatan didapati mempunyai lebih pengetahuan daripada guru-guru pra-perkhidmatan.  Aras pengetahuan guru pelatih tidak berkaitan dengan umur dan pengalaman mengajar.  Bagaimanapun, aras pengetahuan mereka didapati mempunyai hubungan dengan status mereka.  Bagi kedua-dua kumpulan guru, kajian mendapati bahawa media massa merupakan sumber maklumat utama.  Implikasi hasil kajian bagi pendidikan inklusif dan penyelidikan pada masa depan di Malaysia turut dibincangkan.

scholarly journals An International Comparison of Pre-service Teacher Attitudes towards Inclusive Education

2007 ◽  
Vol 27 (4) ◽  
Author(s):  
Chris Forlin ◽  
Umesh Sharma ◽  
Tim Loreman
Keyword(s):  
Teacher Training ◽  
Inclusive Education ◽  
Close Contact ◽  
Teaching Experience ◽  
Demographic Variables ◽  
Confidence Levels ◽  
Positive Attitudes ◽  
Training Institutions ◽  
Practical Experiences ◽  
Teachers Attitudes

education of pre-service teachers in teacher training institutions in four different countries: Australia, Canada, Hong Kong, and Singapore. Using the Attitudes Towards Inclusive Education Scale (Wilczenski, 1995) and a series of demographic variables, this study concludes that pre-service teachers' attitudes towards inclusive education differ between countries across three factors which have been labeled academic and physical, social, and behavioral. Pre-service teachers in this sample are most positive about including students with social concerns. An examination of the items in this factor revealed that these issues, such as shyness, would rarely require immediate intervention and large amounts of extra time and effort on the part of the teacher in the same way that the behavior factor would, which rated low in terms of positive attitudes internationally. Demographic variables which can be emphasized by teacher training institutions such as close contact with a person with a disability, training, teaching experience, knowledge of policy and law, and confidence levels, all had a significant impact on attitudes. This paper argues that teacher training institutions should consider for inclusion in their programs practical experiences with inclusive education in positive and supportive environments, opportunities for students to experience success and reflection, and academic content regarding knowledge of policy and law relating to inclusive education.

Effect of Teacher Training Sessions on Listener Perception of Voice Disorders

1985 ◽  
Vol 16 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Nicholas J. DeGregorio ◽  
Nancy Gross Polow
Keyword(s):  
Teacher Training ◽  
School System ◽  
Voice Disorders ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Bergen County ◽  
Experimental Group

The present study was designed to investigate the effect of teacher training sessions on listener perception of voice disorders. Three ASHA certified speech-language pathologists provided the criteria mean. Thirty randomly selected teachers from a Bergen County school system, randomly placed into two groups, served as subjects. The experimental group received three training sessions on consecutive weeks. Three weeks after the end of training, both groups were given a posttest. Listener perception scores were significantly higher for the experimental group. The implications of these results for in-service workshops, teacher/speech-language pathologist interaction and future research are discussed.

scholarly journals Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Dinavence Arinaitwe
Keyword(s):  
Teacher Training ◽  
Institutional Capacity ◽  
Government Support ◽  
Activity Systems ◽  
Vocational Teacher ◽  
Training Institutions ◽  
Group Interviews ◽  
Cultural Historical Activity ◽  
Collaborative Activities ◽  
The University

AbstractThe study aimed to identify and understand practices and strategies for enhancing learning through collaboration among a master’s degree in vocational pedagogy (MVP) program, vocational teacher training institutions (VTIs), and workplaces. Using in-depth semi-structured individual and focus group interviews, data were obtained from administrators, mentors, supervisors, students, teachers, officers/managers of the MVP, two VTIs, and four workplaces from central and eastern parts of Uganda. The data analysis was based on Engestrom’s cultural-historical activity theory (CHAT) particularly the concept of expansive learning for resolving contradictions within human activity systems. The findings revealed a need for involving actors in timely planning and disseminating the activity plans, increasing duration for collaborative activities as well as involving the students in the tracking of MVP activity record in fostering the institutional capacity to plan and implement collaborative activities. To strengthen the institutional capacity to supervise learning under collaborative activities, findings indicated a need to engaging workplace mentors and facilitators in learning at the MVP as well as joint supervision and collaborative development of supervision guidelines. To foster the communication between partners, the findings revealed a need to institute a collaboration focal person, providing feedback to collaborating actors and government support on a policy encouraging workplaces’ involvement in vocational training. Relationship issues revealed a need to initiate collaboration based on a signed memorandum of understanding as well as organising workshops and symposiums to equip and orient actors to MVP work methods and practices. Due to contradicting learning cultures and traditions amongst the activity systems, some of the suggested strategies required renegotiating the system especially the university before being implemented to minimise further challenges.

Pediatric End of Life Care: Impact of Islamic Faith

2021 ◽  
pp. 019394592110165
Author(s):  
Shahad A. Hafez ◽  
Julia A. Snethen ◽  
Emmanuel Ngui ◽  
Julie Ellis ◽  
Murad Taani
Keyword(s):  
Saudi Arabia ◽  
End Of Life ◽  
End Of Life Care ◽  
Life Experience ◽  
Primary Caregivers ◽  
Positive Influence ◽  
Future Research ◽  
Life Care ◽  
Beliefs And Practices ◽  
Education Practice

Studies investigating children and families’ experiences at end of life in Saudi Arabia are limited. However, one factor found to have an impact on patient and primary caregiver end of life care is Islam. Since women are the primary caregivers for children in Saudi Arabia, the purpose of this study was to explore the perceptions of Muslim women caring for a child at end of life. Using a qualitative approach, interviews were conducted with 24 female primary caregivers caring for a child at end of life. Thematic analysis was used to analyze the data. The researchers found that Islamic beliefs and practices had a positive influence on primary caregivers’ experiences. Islamic beliefs and practices helped support participants through their child’s end of life experience. Results have implications for health care education, practice, policy, and future research on end of life in Saudi Arabia other Muslim countries.

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