scholarly journals Connecting Theory and Practice: Pre-service Science Teachers’ Adoption and Implementation of the Demonstration Method

2021 ◽  
Vol 20 (5) ◽  
pp. 189-210
Author(s):  
Rose Atieno Mutende ◽  
Winston Akala ◽  
Rosemary K Imonje
Keyword(s):  
Instructional Practices ◽  
Science Teachers ◽  
Teaching Practice ◽  
Frame Of Reference ◽  
Theory And Practice ◽  
Science Students ◽  
Developmental Needs ◽  
Adoption And Implementation ◽  
Bachelor Of Education ◽  
Major Increase

This study examined adoption and implementation of the demonstration method by Bachelor of Education (BEd) Science students’ during teaching practice (TP), which lasted 14 weeks. Data were collected using questionnaires and interview schedules. The data analysis techniques comprised descriptive and inferential analysis. Findings indicated that i) the school-based experiential learning as designed and implemented is not sufficient to modify the Bed (Science) students’ prior frame of reference for the integration of interactive instructional practices in the demonstration method; ii) despite pedagogical supervision, the pedagogical knowledge and repertoire of skills learnt was not sufficient to effect a major increase in the instructional practices implemented; iii) the Bed (Science) students’ developmental needs persisted to the end of teaching practice because the pedagogical support provided on TP was not sufficient to address them; iv) although pre-service teachers have the potential for immediate improvement of their adoption and implementation of interactive instructional practices, they require a clear frame of reference before exposure to the context of their professional work without which they cannot effectively leverage a significant paradigm shift. The study provides several recommendations based on the findings.

scholarly journals Pre-service Science Teachers’ Integration of Constructivist Ideas in the Lecture Method

2021 ◽  
Vol 20 (6) ◽  
pp. 277-298
Author(s):  
Rose Atieno Mutende ◽  
Rosemary K Imonje ◽  
Winston Akala
Keyword(s):  
Instructional Practices ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Sub Saharan Africa ◽  
Learning Material ◽  
Science Students ◽  
University Supervisors ◽  
Lecture Method ◽  
Sub Saharan

The teaching and learning of science subjects at secondary schools in Sub-Saharan Africa is currently dominated by application of the lecture method in delivering learning material. In the Lecture Method, the teacher discusses and shows the learning material. Studies showed that the lecture method can be made interactive, and, hence, more effective if teachers appropriately integrate constructivist ideas in the method. Therefore, this study aims to examine the BEd (Science) students’ integration of constructivist’s learner-oriented instructional practices in the lecture method during teaching practice (TP). Data were collected from 107 BEd(Science) students, their Head of Subjects in the TP schools and the university supervisors at the onset and towards the end of a 14-week TP. The instruments used to collect data were questionnaires and interview schedules. The data were analysed descriptively and inferentially. Descriptive statistics focused on frequencies, percentages, means and standard deviation which summarised the variables in terms of demonstration of instructional practices, supervision and assessment practices. Findings revealed that the BEd(Science) students faced difficulties in their attempt to integrate constructivist ideas in the lecture method. T-test showed a positive effect of teaching practice on the integration of constructivists’ ideas in the lecture method. The study provides several recommendations based on the findings.

scholarly journals CRITICALLY ANALYSIS EXAMINING THE TEACHING PRACTICE UNIT OF THE TEACHER EDUCATION PROGRAMME IN BACHELOR OF EDUCATION: A CASE STUDY OF BENAZIR BHUTTO SHAHEED UNIVERSITY LYARI, KARACHI

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Khadim Hussain Dahri, Abdul Jabbar Dahri, Mir Hassan Dahri
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Random Sampling ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Simple Random Sampling ◽  
Education Programme ◽  
Science Students ◽  
Online Questionnaire ◽  
Bachelor Of Education

The study aims at to examining the teaching practice unit of the teacher training program (TPUTTP) at Benazir Bhutto Shaheed University Lyari, Karachi Sindh. It further tries to find out what is BBSUL teacher trainees’ perceptions about teaching practice? The specific objectives were describing the nature of teaching practice preparation as recognized by the BBSUL student-teachers, and to find out the difference on perception about (TP) based on the areas of specialization. The study has utilized quantitative research design with descriptive survey to investigate the teaching practice unit of teacher Education program in Bachelor of Education (B.Ed.) at Benazir Bhutto Shaheed University lyari, Karachi, Sindh. The sample size of the study was (106) student-teachers who had completed teaching practice. The study sample was derived through a stratified random sampling and Simple random sampling techniques. An online questionnaire with open ended and closed ended items was used to collect data from respondents. The results showed that both B.Ed. Arts and Science students had moderate perception about (TP) preparation at BBSUL Education department while there is low perception about (TP) among the B.Ed. Science students but moderate among B.Ed. Arts students. The study further found out no statistical differences in perception about (TP) preparation and actual (TP) experiences between (B.Ed.) Arts and (B.Ed.) Science students. Finally, the study suggests that without proper (B.Ed.) teaching practice, the classroom teaching become fruitless, unexciting, and monotonous at different academics’ level.

scholarly journals The Initial Training of Science Teachers in African Countries: A Systematic Literature Review

2021 ◽  
Vol 13 (10) ◽  
pp. 5459
Author(s):  
Diana Soares ◽  
Betina Lopes ◽  
Isabel Abrantes ◽  
Mike Watts
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Literature Review ◽  
Science Teachers ◽  
Systematic Literature Review ◽  
Theory And Practice ◽  
Initial Training ◽  
African Countries ◽  
Learning And Teaching ◽  
Teacher Education Research

This study presents a systematic literature review (SLR) on the initial training of science teachers in Africa based on selected research articles, in the period 2000–2020, that emphasize the importance of surveying knowledge that goes beyond those that historically have a longer path in the building of scientific knowledge, such as that of European or North American countries. The analysis included a total of 31 articles from the Web of Science (WoS) and Scopus databases. The findings indicate a lack of knowledge, or at least visibility, considering the initial training of African teachers, particularly in developing countries. South Africa leads the number of publications. Within the five African countries implied in the SLR the following outputs were identified: (i) a division between teacher education research that is ‘place-based’ and one that uses (only) ‘universal theories’ (such as Vygotsky and Bandura); (ii) a tension between the application of student-centered learning and teaching models and more traditional classroom practices. Finally, the majority of articles highlight the importance of investing in further research around teacher education. Based on these outputs the importance of international cooperation in teacher education research articulating theory and practice to ensure a global and local perspective towards sustainable development is reinforced.

Does teacher thinking match teaching practice? A study of basic science teachers

2008 ◽  
Vol 42 (2) ◽  
pp. 143-151 ◽  
Author(s):  
Klara B Laksov ◽  
Matti Nikkola ◽  
Kirsti Lonka
Keyword(s):  
Science Teachers ◽  
Basic Science ◽  
Teaching Practice ◽  
Teacher Thinking

The Research of the Multimedia Technology Application in the Enhancing Oil and Gas Recovery Teaching

2013 ◽  
Vol 671-674 ◽  
pp. 3257-3260
Author(s):  
Wen Guo Ma ◽  
Ke Liang Wang ◽  
Ji Hong Zhang ◽  
Wen Xiang Wu ◽  
Jing Chun Wu ◽  
...  
Keyword(s):  
Training Program ◽  
Oil Recovery ◽  
Oil And Gas ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Petroleum Engineering ◽  
Multimedia Technology ◽  
Personnel Training ◽  
Technology Application ◽  
Gas Recovery

In this paper, the reformation of education concepts is studied during the implementation of the excellent engineer training program process. By the practical experience of innovative engineer personnel training is done in the Enhance Oil Recovery course of teaching practice, the innovative engineer personnel training content and reformation of education concepts is studied. Multimedia Technology ways to enhancing the relationship of theory and practice teaching, strengthen understanding and problem-solving abilities of students on the Enhancing Oil and gas Recovery teaching. It will provide references for the excellent engineer training program process in the field of petroleum engineering university.

scholarly journals Lessons From Joint Improvisation Workshops for Musicians and Robotics Engineers

2021 ◽  
Vol 7 ◽  
Author(s):  
Anthonia Carter ◽  
Marianthi Papalexandri-Alexandri ◽  
Guy Hoffman
Keyword(s):  
Design Research ◽  
Information Science ◽  
Musical Instruments ◽  
Theory And Practice ◽  
Science Students ◽  
Interdisciplinary Design ◽  
Time Space ◽  
Machine Improvisation ◽  
And Robotics

We report on a series of workshops with musicians and robotics engineers aimed to study how human and machine improvisation can be explored through interdisciplinary design research. In the first workshop, we posed two leading questions to participants. First, what can AI and robotics learn by how improvisers think about time, space, actions, and decisions? Second, how can improvisation and musical instruments be enhanced by AI and robotics? The workshop included sessions led by the musicians, which provided an overview of the theory and practice of musical improvisation. In other sessions, AI and robotics researchers introduced AI principles to the musicians. Two smaller follow-up workshops comprised of only engineering and information science students provided an opportunity to elaborate on the principles covered in the first workshop. The workshops revealed parallels and discrepancies in the conceptualization of improvisation between musicians and engineers. These thematic differences could inform considerations for future designers of improvising robots.

scholarly journals Teaching Practice in B. Ed: Prospective Teachers’ Perception of Theory and Practice

2017 ◽  
pp. 41-51
Author(s):  
Farhat Khanam ◽  
Sana Akhtar
Keyword(s):  
Content Knowledge ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Practical Implementation ◽  
Teacher Education Programs ◽  
Pedagogical Content ◽  
Course Work ◽  
Analysis Of Results ◽  
Structured Questionnaire

Teaching practice is the core component of whole teacher training process. This part not only allows prospective teachers to use their skills and enhance their abilities, but it also trains them for future job placement. Here the question arises that does teaching practice help prospective teachers to learn all teaching techniques, which is essential to gain mastery in teaching process or they get caught between the loopholes of theoretical ideal views and constraints of real classroom situations. The purpose of the study was to investigate the gap between theory taught during course-work and practical implementation of that knowledge during teaching practice. Another objective of the study was to assess the competency level of prospective teachers for teaching practice. It was hypothesized that prospective teachers do have sufficient content knowledge, awareness of pedagogical teaching strategies and teaching practice before the commencement of teaching practice. Sixty alumni of B.ED program, who passed out during last five years were randomly selected as samples for the following study. A structured questionnaire consisted of 25 items including content knowledge and understanding, pedagogical content knowledge, and application of gained knowledge and learned skills were designed to gather data. The questionnaire was based on a Lickert scale to gather responses. The data were analyzed by using the percentage method. After analysis of results, it can be recommended that teacher in-charges should also be assessed for their skills to apprise prospective teachers. Furthermore, there should be a comprehensive exam of prospective teachers before the commencement of teaching practice that should be designed and conducted under direct supervision of NACTE or its appointed team. It will be a great step to ensure quality teaching in teacher education programs.

scholarly journals A AULA DE GEOGRAFIA NO ENSINO MÉDIO: do legado da tradição às possibilidades de renovação

2018 ◽  
Vol 7 (14) ◽  
pp. 141-160
Author(s):  
Lidiane Bezerra Oliveira ◽  
Armstrong Miranda Evangelista
Keyword(s):  
High School ◽  
Public Schools ◽  
Qualitative Study ◽  
High School Teachers ◽  
Teaching Practice ◽  
Frame Of Reference ◽  
Point Of View ◽  
School Teachers ◽  
Geography Teaching

A problemática deste trabalho consiste em investigar o desenvolvimento da aula expositiva de Geografia, em escolas públicas de Teresina-PI. Especificamente, buscou-se caracterizar os modelos de aulas expositivas de Geografia; caracterizar a aula expositiva de Geografia desenvolvida pelos professores do Ensino Médio; analisar como o professor usa a linguagem nas aulas expositivas de Geografia e, por último, debater uma proposta de sequência didática que promova a interatividade na aula de Geografia. Trata-se de um estudo de natureza qualitativa. Do ponto de vista teórico-conceitual, o estudo foi desenvolvido com base nos seguintes eixos: primeiramente, considera as reflexões sobre a aula expositiva, tanto na perspectiva tradicional quanto na perspectiva dialógica. Em segundo lugar, focaliza a aula na prática docente em Geografia. E, em terceiro lugar, sublinha o papel da linguagem para o aperfeiçoamento da aula de Geografia. A partir deste quadro de referência, o texto está estruturado em sete seções, compreendendo a Introdução, caminhos metodológicos e três seções teóricas, uma de análise e uma propositiva. PALAVRAS-CHAVE Aula expositiva. Aula expositiva dialógica. Linguagem. Ensino de Geografia. GEOGRAPHY LESSON IN SECONDARY EDUCATION: the legacy of tradition to renewal of possibilities ABSTRACT The problem of this study is to investigate the development of lecture of geography in public schools in Teresina-PI. Specifically, we sought to characterize the models of lectures of Geography; characterize the lecture of Geography developed by high school teachers; analyze how the teacher uses the language in lectures of Geography and finally discuss a proposed didactic sequence that promotes interactivity in geography class. This is a qualitative study. From the theoretical and conceptual point of view, the study was developed based on the following principles: first, considers the reflections on the lecture, both in traditional perspective as the dialogical perspective. Second, the class focuses on teaching practice in geography. And thirdly, it emphasizes the role of language for the improvement of Geography class. From this frame of reference, the text is structured in seven sections, comprising the Introduction, methodological paths and three theoretical sections, one of analysis and one propositive. KEYWORDS Lecture. Dialogic lecture. Language. Geography teaching. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

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