scholarly journals Prospective Teachers’ Perceptions of Oral Presentations: An Exploration of Challenges Involved

2019 ◽  
Vol 36 (2) ◽  
Author(s):  
Zafar Iqbal ◽  
Effat Alvi ◽  
Farhat Shafi
Keyword(s):  
Higher Education ◽  
Prospective Teachers ◽  
Structured Interview ◽  
Early Years ◽  
Personal Traits ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Significant Difference ◽  
And Gender ◽  
Oral Presentations

Presentation skills are considered as one of the most important proficiencies needed for higher education and future careers for teachers. The present study identifies the challenges faced by prospective teachers during classroom oral presentations while studying at a teacher training institute, Institute of Education and Research, (IER). The participants of the study were 400 prospective teachers enrolled in different programs of teacher education at IER. Independent variables were measured, number of semesters already completed at the institute, gender and GPA in the completed semesters. A questionnaire was developed comprising three main sections: personal traits, oral presentation skills and peers and teachers. The statements were developed on a five-point Likert Scale to know the opinion of prospective teachers regarding challenges involved in oral presentations. In addition, a semi-structured interview was conducted from thirty prospective teachers to probe results obtained from quantitative analysis and investigate reasons behind emerging challenges. The findings revealed that prospective teachers experienced medium level of difficulties in oral presentations with mild tendency towards high rank.  There was no significant difference found in the results regarding the number of semester students already completed, GPA and gender in general, whereas, statistically significant difference was found on factor peer and teachers with respect to variable gender only. Analysis of qualitative data revealed tangible reasons behind the challenges of oral presentations such as second language, personal traits and use of technology. There is a need to encourage sharing of ideas, discussions and presentations in the classrooms right from the early years of school through higher education in order to enable learners to become confident, vocal and effective teachers.

scholarly journals The Influence of Parent-Teacher Meetings on Early Childhood Students' Academic Performance: Prospective Teachers' Perceptions

2021 ◽  
Vol VI (II) ◽  
pp. 180-190
Author(s):  
Mahnoor Arshad ◽  
Yaar Muhammad ◽  
Naima Qureshi
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Prospective Teachers ◽  
Structured Interview ◽  
Full Potential ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
Interview Guide ◽  
Integral Role ◽  
Early Childhood Students

Parent-teacher meetings (PTM) play an integral role in a child's education. The importance of PTM is even more critical for Early childhood Education (ECE). ECE is not a novice concept in Pakistan; however, parents have only realized now that learning during early childhood goes beyond the walls of the classrooms and can only realize its full potential if parents are actively participating in their children's education. Therefore, PTM is the time when parents and teachers can collaborate to work for the education of the children. The current study explores the prospective teachers' perceptions of PTMs and their influence on ECE students' performance. The data were gathered from seven participants through an open-ended, semi-structured interview guide. The analysis concluded that prospective teachers had a good understanding of PTMs processes and generally had a positive attitude toward them. Prospective teachers also believed that PTMs positively influence students' academic performance.

scholarly journals The Effect of Formative Assessment on the Academic Achievement Levels of Prospective Teachers

2020 ◽  
Vol 9 (3) ◽  
pp. 33
Author(s):  
Davut Hotaman
Keyword(s):  
Academic Achievement ◽  
Formative Assessment ◽  
Research Design ◽  
Prospective Teachers ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Structured Interview ◽  
Achievement Test ◽  
Significant Difference ◽  
Achievement Levels

This study aims to examine the effect of “Formative Assessment (FA)” practices in “Assessment and Evaluation in Education” class on the academic achievement levels of prospective teachers. It uses a mixed research design. Quantitative data were collected by using double pretest-posttest design, which is one of the complete experimental design structures; while a semi-structured Interview Form was used to collect the qualitative data. The study group consists of a total of 220 prospective teachers who participated in a “Teacher Training Course” in Faculty of Education in Yildiz Technical University, Turkey during the 2017-2018 academic year. The data collection instruments included a 40-item multiple-choice achievement test (AT) chosen from a question bank in accordance with the course objectives and a semi-structured interview form. For the achievement test, reliability was achieved by the test-retest method (r=.95), and validity was secured by the “analytical” method based on expert opinion. Following the nine-week FA practices using the complete experimental double pretest-posttest research design, it was found that these practices (what do I recall? and what have I learned?) resulted in a significant difference in favor of the experiment groups. The responses of prospective teachers to the semi-structured interview form developed to collect qualitative data for the study were categorized into common themes, which demonstrate that the quantitative data are confirmed by the qualitative data regarding the FA practices. This harmony between the quantitative and qualitative data showed that FA practices (independent variable) are strong enough to affect the achievements of prospective teachers (dependent variable).

Computer Skills, Technostress, and Gender in Higher Education

2011 ◽  
pp. 122-128
Author(s):  
Sonya S. Gaither Shepherd
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Computer Software ◽  
Social Consequences ◽  
Use Of Technology ◽  
The People ◽  
Software And Hardware ◽  
And Gender ◽  
Acceptance Model ◽  
The Way

The creation of computer software and hardware, telecommunications, databases, and the Internet has affected society as a whole, and particularly higher education by giving people new productivity options and changing the way they work (Hulbert, 1998). In the so-called “information age” the increasing use of technology has become the driving force in the way people work, learn, and play (Drake, 2000). As this force evolves, the people using technology change also (Nelson, 1990). Adapting to technology is not simple. Some people tend to embrace change while others resist change (Wolski & Jackson, 1999). Before making a decision on whether to embrace technology or not, people may look at the practical and social consequences of accepting change. Therefore, the technology acceptance model, the accepting or resisting of technology is considered to be a form of reasoned behavior (Wolski & Jackson, 1999).

A Comparative Study on the Professional Identity of Current and Prospective Teachers

2018 ◽  
Vol 8 (2) ◽  
pp. 24-45
Author(s):  
Dara Tafazoli ◽  
Sajad Sadeghi
Keyword(s):  
Data Analysis ◽  
Comparative Study ◽  
Professional Identity ◽  
Prospective Teachers ◽  
English Language ◽  
Teachers Perceptions ◽  
Whitney Test ◽  
Self Perceptions ◽  
Significant Difference ◽  
Spss Software

The main purpose of this study was to probe whether or not there is a statistically significant difference between the prospective teachers' perceptions of professional identity and current teachers' self-perceptions. To meet the end, the researchers applied the Teachers' Professional Identity Questionnaire, by Hasegawa and Kudomi, which contains 48 items on a four-point Likert system. This questionnaire was distributed among 440 Iranian professionals who had majored in one of the majors related to English language. After collecting the data, the researchers tapped them into SPSS software and analyzed them statistically. A Mann-Whitney test on the scores of the two groups of participants highlighted a statistically significant difference. Hence, data analysis indicated that there is a statistically significant difference between the prospective teachers' perceptions of professional identity and the current teacher's self-perceptions.

scholarly journals TEACHERS’ PERCEPTIONS AND PRACTICES OF ASSESSMENT RUBRICS IN ASSESSING STUDENTS’ LEARNING AT HIGHER EDUCATION LEVEL

2019 ◽  
Vol 1 ◽  
pp. 35-43
Author(s):  
Ghulam Abbas ◽  
◽  
Sadruddin Bahadur Qutoshi ◽  
Dil Angaiz ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Student Teachers ◽  
Learning Outcomes ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Assessment Process ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Gilgit Baltistan

This study aims to explore teachers’ perceptions and practices of the use of rubrics in assessing students’ learning in the context of higher education institutions in Gilgit-Baltistan. A case study method of inquiry within a qualitative paradigm was adopted to collect the relevant data through semi-structured interviews from three purposefully selected teacher-educators (instructors) and six student-teachers (prospective teachers) of semester III and IV from one of the colleges of education. The data were analyzed through thematic analysis and following themes were emerged: (1) the importance of assessment rubrics in teaching and learning processes, (2) effectiveness of rubrics in assessing teaching and learning, (3) coconstruction of assessment rubrics by student-teachers and teacher-educators, and (4) the challenges for student-teachers and teacher-educators in developing and using of assessment rubrics. From the discussion on the emerging themes, it is concluded that (a) use of assessment rubrics makes assessment process more meaningful to both teacher-educators and students-teachers; and (b) use of rubrics makes student-teachers and teacher-educators more focused on their purpose of teaching and learning outcomes. It is recommended that teacher-educators in teacher training institutions should use rubrics to assess prospective-teachers so that they, after completing their degree programs, would use similar techniques in their respective schools to assess their students’ learning outcomes effectively. Keywords: Assessment, Assessment Rubrics, Rubric Design, Teaching and Learning.

scholarly journals Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program

2017 ◽  
Vol II (I) ◽  
pp. 448-466
Author(s):  
Ambreen Siddique ◽  
Muhammad Anwer ◽  
Huma Lodhi
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Prospective Teachers ◽  
Teacher Education Program ◽  
Sampling Technique ◽  
Teaching Profession ◽  
Teacher Competencies ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Teacher Training Programs

The quality of teachers and teaching depends on prospective teacher education programs which have been enthusiastic to gain competencies among teachers. Therefore, to attain essential teacher competencies during teacher training programs has great meaning to prepare prospective teachers for the teaching profession. This research focused to explore the pre-service teachers perceptions about practices of competencies they learned during the teacher education program. Through survey research data was collected from B.Ed. Hons student through an instrument. A convenient sampling technique was employed. The result of data shows no significant difference in competencies practices on basis of gender and sector, the only significant difference was seen in in-service teacher competencies, where in-service show high mean score in particular competencies practices as compared to the pre-service teacher. Researchers should focus on these variables and plan their orientations according to the perceived lack of prospective teachers.

scholarly journals Pre-service Science Teachers’ Perceptions toward Additional Instructional Strategies in Biology Laboratory Applications: Blended Learning

2018 ◽  
Vol 29 (2) ◽  
pp. 88-95
Author(s):  
Yusuf Ziya Olpak ◽  
◽  
Huseyin Ates ◽  
Keyword(s):  
Academic Achievement ◽  
Blended Learning ◽  
Instructional Strategies ◽  
Science Teachers ◽  
Structured Interview ◽  
Achievement Test ◽  
Service Science ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Biology Laboratory

The purpose of this study was to examine pre-service science teachers’ perceptions toward additional instructional strategies in biology laboratory applications in the scope of blended learning. This study used a mixed-methods sequential explanatory design model and was conducted with 69 students who study in their 2nd year in the department of science education at a state university in Turkey. Academic achievement test, personal information form, student feedback form, semi-structured interview, and additional instructional strategies were used to collect the data. To determine students’ academic achievements, the scores obtained from the academic achievement test were used from a pre-test and post-test and additional instructional strategies (discussion question, reflection paper, task assignment, and quiz) were used. In addition, students’ views and satisfaction levels toward the course were examined. For data analysis, descriptive statistics, One-way ANOVA, and content analysis were used. The results of the study showed that students’ academic achievement scores showed a significant difference in terms of the additional instructional strategies. In addition, students’ evaluation scores and satisfaction levels about the learning process were high, but there was no significant difference in terms of additional instructional strategies. In the future, conducting similar studies with wider samples could be effective in terms of contributing to the relevant literature at different education levels and different disciplines.

scholarly journals ASSESSING THE EFFECTIVENESS OF TEACHER EDUCATION PROGRAMS: PROSPECTIVE TEACHERS’ PERSPECTIVE

2013 ◽  
Vol 30 (2) ◽  
Author(s):  
Saima Bibi ◽  
Muhammad Saeed
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Education Programs ◽  
Assessment Procedure ◽  
Education Programs ◽  
Use Of Technology ◽  
Significant Difference ◽  
Teacher Training Programs ◽  
The University

Quality enhancement of teacher education programs has been a debatable issue all over the world. The present study was aimed to assess the quality of teacher education programs being offered in a public sector university in Pakistan. Three programs were randomly selected and prospective teachers studying in the final semester were selected as sample of the study. Prospective teachers studying in last semester of teacher training programs were the respondents. Questionnaire, containing 55 statements divided into six factors, was used as data collection tool. Data were analyzed by SPSS version 20. Descriptive statistics showed that the respondents were more satisfied about the selection criteria, effectiveness of teaching strategies used by teachers, behavior modification practices, appropriateness of courses, timely feedback, and teachers’ content knowledge but they were less satisfied with the statements related to availability of multimedia in the classes, sharing of faculty offices, no distortion of external factors, space to conduct activities, cleanliness and neatness of classrooms, and environment helpful for learning. The results of inferential statistics revealed significant difference in mean score of respondents from different programs on the factors of admission criteria, use of technology, assessment procedure, and quality of paper development and marking. It is recommended in the light of results that the university should allocate special budget to improve the quality of infrastructure. Furthermore, availability of technology and its proper use should be ensured by the university administratio

scholarly journals Investigating theattitudes of special educated physical education prospective teachers towards disabled people

2020 ◽  
Vol 24 (1) ◽  
pp. 11-18
Author(s):  
Emrah Aykora ◽  
Sinan Uğraş
Keyword(s):  
Special Education ◽  
Physical Education ◽  
Special Needs ◽  
Prospective Teachers ◽  
Structured Interview ◽  
Attitude Scale ◽  
Students With Special Needs ◽  
Significant Difference ◽  
The Disabled ◽  
Quantitative Sample

Purpose: It’s aimed in this study to investigate the attitudes of physical education prospective teachers who had special education lessons towards disabled ones. Material: The quantitative sample of the study consisted of 214 [n = 84 female, n = 130 male] physical education prospective teachers and the qualitative sample consisted of 19 physical education prospective teachers. Data collected with Findler, Vilchinsky and Werner (2007), “Multidimensional Attitude Scale for the Disabled” and which is adapted in Turkish according to Turkish culture by Yelpaze and Türküm (2018), and with a semi-structured interview form. Independent sample t test and one way anova were used in the analysis of quantitative data. Descriptive and content analysis used for qualitative data analysis. Results: There is no significant difference according to gender and being close to individuals with special needs. It is found that there is a difference between thoughts and behaviors according to the experiences of having special education and students with special needs. In the qualitative part of the research, the theme was “Inability to describe emotions”,“ Positive attitude”, “Feeling benefical” and “Insufficient attention”. Conclusions: It is clear from the study that having special education and experienced with special needed people effected thinking attitudes of prospective teachers. However, a decrease concluded about behavior attitudes then after having special education and experiences with disableds. Qualitative findings explain those results like content and extent of special education is not good enough.

scholarly journals THE EXAMINATION OF PROSPECTIVE TEACHERS' SELF PERCEPTIONS AND SUCCESS-ORIENTED MOTIVATIONS / TÜRKÇE ADI: ÖĞRETMEN ADAYLARININ KENDİLİK ALGILARI İLE BAŞARI ODAKLI MOTİVASYONLARININ İNCELENMESİ

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Damla Işık ◽  
Rafet Aydın
Keyword(s):  
High School ◽  
Prospective Teachers ◽  
Personal Information ◽  
The Self ◽  
Education Faculty ◽  
Teachers Perceptions ◽  
Self Perceptions ◽  
Significant Difference ◽  
Package Program ◽  
Research Questions

The purpose of this study is to examine the self-perceptions and success-oriented motivations of prospective teachers studying at the Education Faculty of Burdur Mehmet Akif Ersoy University. As the research model, the correlational survey model was used as basic. The population of the study consists of 3650 prospective teachers studying at the Education Faculty of Burdur Mehmet Akif Ersoy University. The sample of the study consists of 982 prospective teachers who are 692 women and 290 men studying in 9 different departments of the education faculty. In this study, to examine prospective teachers' perceptions of themselves and their success-oriented motivations, "Personal Information Form" which was developed by the researcher, "Social Comparison Scale" and "Success Oriented Motivation Scale" were used as data collection tools. The necessary statistical analyzes of the data collected for the research questions and sub-research questions of the research were made with the help of a computer package program. The frequency and percentage values of the responses of the prospective teachers to the scales were calculated. In the study, prospective teachers’ self-perceptions differ significantly according to the variables of gender, grade level, the department they study, whether they see themselves as democrats, and department satisfaction. In the study, there was no significant difference in the self-perception of the prospective teachers according to the variables of the high school they graduated from and the reasons for choosing the department. In the study, when the success-oriented motivations of the prospective teachers were examined according to the variables of class level, the department they studied, the type of high school they graduated from, the level of democracy, and the department satisfaction variables, there was a significant difference but according to the gender variable, there was no significant difference. Finally, it was concluded that there is a positive relationship between prospective teachers’ self-perceptions and success-oriented motivations. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0789/a.php" alt="Hit counter" /></p>

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