scholarly journals SPECIAL EDUCATION PROVISION AND TEACHER PREPARATION IN UNIVERSITIES: A CASE OF KWAME NKRUMAH UNIVERSITY

2018 ◽  
Vol 6 (10) ◽  
pp. 6-13
Author(s):  
Annie Penda ◽  
Vincent Penda
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Teaching And Learning ◽  
Education Programme ◽  
Interview Schedule ◽  
Left Behind ◽  
Kwame Nkrumah ◽  
Trained Teachers ◽  
The University ◽  
Masters Students

This manuscript is a study on special education provision and teacher preparation in universities. The study aimed at establishing the special education provisions in universities, establishing how special teachers are prepared in universities and determine the requirement for learners with disabilities in order not to be left behind. The tools for data collection were the document study, interview schedule and the questionnaire. Data was analyzed using excel sheet and manually. The sample comprised of 30 masters students for special education programme at Kwame Nkrumah University. The findings were that special education provisions incorporated the special child’s needs, national needs, international needs, the university needs, teachers’ needs and technological needs. The study also found that, teachers were prepared by being equipped with knowledge and skills of special education. In order for learners with special needs not to be left behind it was discovered that they needed trained teachers in special education, infrastructure and curriculum modifications, teaching and learning materials and methods tailored to their needs, they needed schools, community, national, international and all stakeholders involvement in their education.

Preparing Preservice Teachers to Use Mobile Technologies

2019 ◽  
pp. 42-62
Author(s):  
Carolyne Nekesa Obonyo
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Information And Communication ◽  
K 12 ◽  
Effective Use ◽  
The University

The use of mobile technologies to enhance 21st century learning is increasing in K-12 schools and teacher education institutions. Thus, there is a need to effectively prepare preservice teachers to use mobile technologies in their future classrooms. This chapter explores the effective use of mobile technologies in teacher preparation in ways that are transferred to K-12 teaching and learning. It goes on to look at two major organizations: the university and partner school involved in the preparation of preservice teachers. Additionally, the purposes of incorporating information and communication technologies in teacher preparation as identified by Davis are explored to understand how mobile technologies align with these purposes. Common challenges of using mobile technologies in teacher preparation are also presented.

scholarly journals Teaching outside the comfort zone: An overstated problem?

2016 ◽  
Vol 11 (21) ◽  
pp. 198-205
Author(s):  
Laura Vang Rasmussen
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Role Play ◽  
Teaching Styles ◽  
Education Programme ◽  
Survival Strategy ◽  
Comfort Zone ◽  
Challenges And Opportunities ◽  
The University ◽  
Insight Into

Most teachers will eventually be assigned to teach topics that are outside their main area of expertise. In such situations, the teaching is often considered a major challenge. Lecture-based teaching has been framed as a survival strategy as teachers thereby can seek to control the classroom and avoid unforeseen questions from the students. However, limited literature exists on what can help make teaching efficient and comfortable when teachers have to teach outside their comfort zonether teaching styles have, however, largely been ignored and there is no consensus on how student learning is affected when teachers are working outside their comfort zone. To provide insight into the challenges and opportunities related to teaching outside the comfort zone, I refer to a pedagogical experiment from the ‘Teaching and Learning in Higher Education Programme’ offered by the University of Copenhagen. During this programme, I was assigned to teach a course that was outside my main specialization. Rather than turning to lecture-based teaching, I conducted a number of pedagogical activities including think-pair-share activities and role-play exercises. Based on these experiences, I argue that teachers should break away from the perception that lecture-based teaching is more comfortable. Even more importantly, I believe that teachers must shift their focus to student learning rather than their own performance.

scholarly journals The re-design of a fourth year Bachelor of Education programme using the Constructive Alignment Approach

2018 ◽  
Vol 6 (1) ◽  
pp. 143-167 ◽  
Author(s):  
Melanie B. Luckay
Keyword(s):  
Teaching And Learning ◽  
Education Programme ◽  
Teacher Qualifications ◽  
Western Cape ◽  
Policy Document ◽  
Constructive Alignment ◽  
Bachelor Of Education ◽  
Minimum Requirements ◽  
Backward Mapping ◽  
The University

The focus of this article is on the re-design of a fourth year Bachelor of Education (B.Ed) programme at the University of the Western Cape (UWC). Due to the changes in teacher qualifications, as outlined in the 2015 Minimum Requirements for Teacher Education Qualification (MRTEQ) policy document, Higher Education Institutions were required to adapt their Initial Teaching Education (ITE) programmes to meet the requirements of the new policy document. This article describes the use of a backward mapping approach, in conjunction with the application of a constructive alignment framework, used by the education faculty at UWC to adjust the teaching and learning in the B.Ed programme to address the outcomes and standards required by the MRTEQ policy document. Given the type of student enrolled at UWC, the article provides a discussion on the challenges involved in developing a programme for students who might not have been adequately prepared for their tertiary studies due to the disadvantaged school contexts they come from. The article thus provides a reflective discussion on the challenges involved in the re-design process that used the pre-service teacher competencies expected at the end of the B.Ed programme at UWC, to develop the teaching and learning programme and assessment tasks for the fourth year B.Ed course.Received: 02 August 2018Accepted: 31 October 2018Published online: 29 November 2018

scholarly journals Partnerships in mathematics and science teacher preparation in Zimbabwe

2020 ◽  
Vol 2 (2) ◽  
pp. 39
Author(s):  
Alois Matorevhu
Keyword(s):  
Teacher Preparation ◽  
Research Evidence ◽  
Teaching Practice ◽  
Education Programme ◽  
Mentor Teachers ◽  
Collaborative Partnerships ◽  
Programme Implementation ◽  
Teachers College ◽  
The University ◽  
University Of Zimbabwe

<p class="ABS-C">Research evidence indicates that collaborative partnerships among stakeholders develop strong sense of ownership, interest and commitment, which promotes successful programme implementation. Research evidence also supports that loose partnerships adversely affect programme implementation.  This study sought to explore the nature of partnerships among teacher education stakeholders in the pre–service Diploma in Education programme, offered at Teachers’ College S which is an associate of the University of Zimbabwe. Interviews with mentor teachers, pre-service teachers on attachment teaching practice/practicum, and head teachers were used to generate and collect data. Findings revealed existence of collaborative partnerships among Teachers’ College S, schools and the University of Zimbabwe. However, most mentor teachers expressed concern on absence of a policy guiding their operations. Recommendations to strengthen collaborative partnerships in pre–service teacher preparation were made.</p>

scholarly journals A pedagogy of care: PGCE students’ experiences of online learning during Covid-19

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Jennifer Feldman ◽  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Programme ◽  
Good Care ◽  
Care Needs ◽  
Online Teaching And Learning ◽  
Graduate Certificate ◽  
The University

The article discusses the online teaching and learning experiences of university students during the recent countrywide lockdown and higher education institutional shutdown due to the Covid-19 pandemic. Drawing on philosopher Joan Tronto’s phases of care and associated moral elements, the article reports on survey data from a large cohort of students in the Post Graduate Certificate of Education programme at Stellenbosch University and seeks to analyse the students’ care needs and experiences of care during this period. The aim of the article discussion is not to answer the question whether the university institution offered the students good care during the campus shutdown and remote teaching and learning, but rather to understand the experiences of the students of online teaching and learning during this time.

Reconceptualizing Teacher Preparation for Inclusive Classrooms: A Description of the Dual License Program at the University of New Mexico

2000 ◽  
Vol 25 (2) ◽  
pp. 72-82 ◽  
Author(s):  
Elizabeth B. Keefe ◽  
Pamela J. Rossi ◽  
J. S. de Valenzuela ◽  
Sam Howarth
Keyword(s):  
Special Education ◽  
New Mexico ◽  
Teacher Preparation ◽  
General Education ◽  
Severe Disabilities ◽  
Teacher Preparation Program ◽  
University Of New Mexico ◽  
K 12 ◽  
The University ◽  
Dual License

This paper describes the Dual License Teacher Preparation Program at the University of New Mexico and the national and state context within which it was developed and continues to evolve. Graduates of the Dual License Program are eligible for licensure in general education (K-8) and special education (K-12). Our belief in democratic ideals in education, together with the vision of preparing all teachers to be ready to teach all students, has required us to reconceptualize the ways in which we implement university based coursework and field experiences. This paper gives specific examples of the ways in which faculty in the Dual License Program model collaboration between general and special education to prepare apprentice teachers to collaborate in the schools in order to provide inclusive educational practices for all students. This paper specifically highlights the inclusion ofbest practices for students with severe disabilities as an integral part of curriculum development right from the start. Also, challenges arising from the implementation of this innovative program are discussed.

Teacher Readiness in Teaching and Learning History Process through i-Think Mind Maps

2017 ◽  
Vol 1 (2) ◽  
pp. 184
Author(s):  
Mazlan Husin ◽  
Mohd Mahzan Awang ◽  
Anuar Ahmad
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
History Teachers ◽  
Learning History ◽  
Readiness Level ◽  
Research Findings ◽  
History Teacher ◽  
Teacher Readiness ◽  
Trained Teachers ◽  
Mind Maps

This research is aimed at investigating the readiness of History subject teachers in teaching and learning with the help of i-Think mind maps at secondary schools in the district of Setiu, Terengganu. The amount of sample chosen is 59 History teachers from secondary schools which consists of trained teachers without taking into account their specialisation. As a whole, the research findings show that respondents have a high readiness level in implementing their teaching and learning process with the help of i-Think mind maps in secondary schools. The findings also show that there is a difference in teacher readiness between history teacher and non-history teacher and between those that went to courses and those who did not. Furthermore, there is a difference in the attitude, skill and usage level of i-Think mind maps in teachers that are experienced and those less experienced. However, research findings for experienced and less-experienced teachers showed that there are no significant differences in the level of knowledge on the concept of i-Think mind maps.

Hindrance to the Integration of e-learning Adoption in Nigerian Universities

GIS Business ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. 21-28
Author(s):  
Abasiama G. Akpan ◽  
Chris Eriye Tralagba
Keyword(s):  
Teaching And Learning ◽  
Case Study Research ◽  
University Education ◽  
Learning Approach ◽  
University System ◽  
Electronic Learning ◽  
E Learning ◽  
Nigerian University ◽  
The University

Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

EFFECTIVE MANAGEMENT: A RECIPE FOR ATTAINING THE GOALS OF NOMADIC EDUCATION PROGRAMME IN NIGERIA

2013 ◽  
Vol 14 (1) ◽  
pp. 9
Author(s):  
Abbas Mahmud
Keyword(s):  
Teaching And Learning ◽  
National Policy ◽  
Education Programme ◽  
Educational Goals ◽  
Policy Statement ◽  
Effective Management ◽  
Mutual Respect ◽  
Head Teachers ◽  
School Activities ◽  
National Policy On Education

The paper examined different areas of management in relation to Nomadic Education programme and looked into policy statement which is enshrined in the National Policy on Education and definition regarding to management. System theory was also used in order to examine issues o f effective management in schools. Administrators roles in schools was discussed such as mutual respect, shared ideas and the process in establishing nomadic schools with a lot of considerations before erecting the structure. School plant planning was discussed in respect of managers/head teachers in managing the schools toward the achieving educational goals. The paper also examined the component that helps in achieving the goals which are management structure, the hierarchical model to the management o f nomadic schools and how it will really help in managing the school activities. Lastly the paper made some recommendations, such as, government should provide the needed teaching and learning materials for successful attaining goals etc.

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