scholarly journals Teacher Preparation by Universities: Internal Stakeholders Perception of Teacher Education Curriculum Content in Makerere and Kyambogo Universities

2021 ◽  
Author(s):  
Abdu Kisige ◽  
Betty Akullu Ezati ◽  
Alice Merab Kagoda
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Student Teachers ◽  
Teacher Educators ◽  
Building Blocks ◽  
Teaching Profession ◽  
Education Curriculum ◽  
Curriculum Content ◽  
Teacher Education Curriculum ◽  
Internal Stakeholders

Developing a teacher education curricular content is an enduring concern for teacher educators. A continuous method to providing quality teacher education curriculum content discloses the potential for teacher educators to produce high-quality teachers. Drawing on data from twenty teacher educators and sixteen student teachers in public institutions in Uganda, this article explored the perceptions of the teacher education curriculum content held by academic staff and student teachers in public Universities in Uganda. Using Pedagogical Content Knowledge Model as a tentative model of teacher preparation and Constructivism theory as an interpretive framework, the study was guided by one objective namely: (1) to analyze the perception of internal stakeholders about teacher education curriculum content offered in Makerere and Kyambogo Universities. This research adopted a qualitative, multiple case study design that was anchored in the interpretivist paradigm and directed by the social constructivism thinking. Data were collected using semi-structured interviews were participants from twenty teacher educators and sixteen student teachers who were purposively and conveniently selected. It was therefore concluded that both lecturers and student teachers viewed teacher education curriculum content positively viewing it as enabling learners to be equipped with specialized teaching skills, essentially directed towards teaching profession. Thus, recommendations to improve the stakeholder perception of the teacher education curriculum content are made and these include: teacher education curriculum review and the need to design a 21st-century teacher education curriculum by teacher trainers in corroboration with other university units rendering a training service to teacher trainees. This would bridge the gap of the disjointed teacher education curriculum content at Makerere and Kyambogo Universities hence strengthening the building blocks that produce a teacher.

scholarly journals Teacher Preparation by Universities: Internal Stakeholders Perception of Teacher Education Curriculum Content in Makerere and Kyambogo Universities

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Abdu Kisige ◽  
◽  
Betty Akullu Ezati ◽  
Alice Merab Kagoda
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Student Teachers ◽  
Teacher Educators ◽  
Building Blocks ◽  
Teaching Profession ◽  
Education Curriculum ◽  
Curriculum Content ◽  
Teacher Education Curriculum ◽  
Internal Stakeholders

Developing a teacher education curricular content is an enduring concern for teacher educators. A continuous method to providing quality teacher education curriculum content discloses the potential for teacher educators to produce high-quality teachers. Drawing on data from twenty teacher educators and sixteen student teachers in public institutions in Uganda, this article explored the perceptions of the teacher education curriculum content held by academic staff and student teachers in public Universities in Uganda. Using Pedagogical Content Knowledge Model as a tentative model of teacher preparation and Constructivism theory as an interpretive framework, the study was guided by one objective namely: (1) to analyze the perception of internal stakeholders about teacher education curriculum content offered in Makerere and Kyambogo Universities. This research adopted a qualitative, multiple case study design that was anchored in the interpretivist paradigm and directed by the social constructivism thinking. Data were collected using semi-structured interviews were participants from twenty teacher educators and sixteen student teachers who were purposively and conveniently selected. It was therefore concluded that both lecturers and student teachers viewed teacher education curriculum content positively viewing it as enabling learners to be equipped with specialized teaching skills, essentially directed towards teaching profession. Thus, recommendations to improve the stakeholder perception of the teacher education curriculum content are made and these include: teacher education curriculum review and the need to design a 21st-century teacher education curriculum by teacher trainers in corroboration with other university units rendering a training service to teacher trainees. This would bridge the gap of the disjointed teacher education curriculum content at Makerere and Kyambogo Universities hence strengthening the building blocks that produce a teacher.

scholarly journals Teacher Preparation by Universities: Internal Stakeholders Perception of Teacher Education Curriculum Content in Makerere and Kyambogo Universities

2021 ◽  
Author(s):  
Abdu Kisige ◽  
Betty Akullu Ezati ◽  
Alice Merab Kagoda
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Student Teachers ◽  
Teacher Educators ◽  
Building Blocks ◽  
Teaching Profession ◽  
Education Curriculum ◽  
Curriculum Content ◽  
Teacher Education Curriculum ◽  
Internal Stakeholders

Developing a teacher education curricular content is an enduring concern for teacher educators. A continuous method to providing quality teacher education curriculum content discloses the potential for teacher educators to produce high-quality teachers. Drawing on data from twenty teacher educators and sixteen student teachers in public institutions in Uganda, this article explored the perceptions of the teacher education curriculum content held by academic staff and student teachers in public Universities in Uganda. Using Pedagogical Content Knowledge Model as a tentative model of teacher preparation and Constructivism theory as an interpretive framework, the study was guided by one objective namely: (1) to analyze the perception of internal stakeholders about teacher education curriculum content offered in Makerere and Kyambogo Universities. This research adopted a qualitative, multiple case study design that was anchored in the interpretivist paradigm and directed by the social constructivism thinking. Data were collected using semi-structured interviews were participants from twenty teacher educators and sixteen student teachers who were purposively and conveniently selected. It was therefore concluded that both lecturers and student teachers viewed teacher education curriculum content positively viewing it as enabling learners to be equipped with specialized teaching skills, essentially directed towards teaching profession. Thus, recommendations to improve the stakeholder perception of the teacher education curriculum content are made and these include: teacher education curriculum review and the need to design a 21st-century teacher education curriculum by teacher trainers in corroboration with other university units rendering a training service to teacher trainees. This would bridge the gap of the disjointed teacher education curriculum content at Makerere and Kyambogo Universities hence strengthening the building blocks that produce a teacher.

Curriculum of Teacher Education Programme: What Do Teacher Educators Say?

2021 ◽  
pp. 225-234
Author(s):  
Indrajeet Dutta ◽  
Sonal Chabra ◽  
Vanita Chopra
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Attitude Scale ◽  
Colleges Of Education ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
University Departments ◽  
New Vision

India has one of the largest systems of teacher education in the world. Besides the university departments of education and their affiliated colleges, government and government aided institutions; private and self-financing colleges and open universities are also engaged in teacher education. Though most teacher education programmes are nearly identical yet their standards vary across institutions and universities. However, teacher education curriculum across the country has been blamed for ineptitude and needs urgent reforms. Teacher educators are a pivotal point of this programme and their opinion regarding the curriculum is very important. Keeping the above in mind, the present study aimed to find out the attitude of teacher educators towards existing teacher education curriculum and the needed renewal in teacher education curriculum. Data was collected from randomly selected 107 teacher educators working in colleges of education affiliated to GGSIPU and M.D.U. A five point attitude scale was developed by the researchers for the purpose of ascertaining their attitude. The findings revealed that teacher educators are largely in disagreement with the current curriculum and hold that a new vision needs to be made for the education of teachers as per the present needs of globalisation, RTE norms, and adoption of inclusive education.

Analysis on the Effects of using Active Learning Training Module (ALTM) on the Level of Achievement among Student Teachers in Teacher Education Curriculum

2021 ◽  
Vol 12 (3) ◽  
pp. 1085-1088
Author(s):  
Zaini Abdullah Et.al
Keyword(s):  
Teacher Education ◽  
Active Learning ◽  
Student Teachers ◽  
Professional Education ◽  
Good Effect ◽  
Education Curriculum ◽  
Training Module ◽  
Final Exam ◽  
Teacher Education Curriculum ◽  
Significant Difference

This study aims to explore the effect of using Active Learning Training Module (ALTM) on the achievement of a professional education course among student teachers in teacher education curriculum. The module used in the learning of Education Development in Malaysia: Philosophy and Policy (KPF3012) course was built up based on Analysis, Design, Development, Implementation and Evaluation model (ADDIE). A quantitative study was carried out using ex-post facto method where it was carried out by analyzing 1,613 students' achievement for the course base on final exam result. Final Exam Question for KPF3012 Semester 2 Session 2017/2018 was used as an instrument for data acquisition. The collected data was then analyzed using percentage and one-way ANOVA. The results show that, the use of ALTM had successfully promote high students’ level of achievement; that is 46.5% of the students had achieved excellent level. The findings also show that the level of the students’ achievements had no significant difference (F=5.549,p=0.00) based on programs of studies . As for conclusion, ALTM has a good effect on students’ achievement in the learning of KPF3012 and has no significant bias to students based on study program. Therefore the use of the module by students in the learning of KPF3012 is suggested in the future semesters.

Using a Blended Model to Improve Delivery of Teacher Education Curriculum in Global Settings

2008 ◽  
pp. 1216-1224
Author(s):  
Vivian H. Wright ◽  
Ronnie Stanford ◽  
Jon Beedle
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Lessons Learned ◽  
Master's Program ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
Course Content

This chapter describes how teacher educators have used a blended approach, online and traditional delivery, to structure course content for its international master’s program. The authors discuss challenges they had to overcome, lessons learned, and students’ reflections upon the blended approach.

Schooling, teachers in Jamaica and social responsibility: rethinking teacher preparation

2018 ◽  
Vol 14 (4) ◽  
pp. 816-827 ◽  
Author(s):  
Carmel Roofe
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Social Responsibility ◽  
Standardized Testing ◽  
School Violence ◽  
Student Teachers ◽  
Teacher Educators ◽  
Ad Hoc ◽  
Structured Interview ◽  
Content Type

Purpose In a context where standardized testing and achievement scores have become the hallmark of accountability frameworks, the issue of social responsibility is not given much attention in schools in Jamaica. This has led to a continuous decline of the moral and spiritual dimension of schooling in the country. This is evidenced through an increase in school violence and other disparities among students. This paper aims to explore teachers’ perception of how they are prepared for their role as agents of social responsibility. Design/methodology/approach Through interviews of 16 in-service teachers, this research sought to explore teachers’ perception of how they are prepared for their role as agents of social responsibility. Each participant in the study was interviewed using a structured interview schedule comprising six questions. Data collected were transcribed and analyzed by sorting and identifying codes. Pattern codes were established which were then interpreted to form themes. Three themes emerged which are used to present findings. Findings Findings revealed that teachers had a shared understanding of social responsibility; they felt that they were prepared for this role through ad hoc curriculum encounters, were not adequately prepared for their role and social responsibility required a belief in the idea first before it can be taught. Research limitations/implications The findings from the research are used to present arguments in the paper for emphasis on preparing student teachers to be agents of social responsibility and for a rethinking of teacher preparation curriculum in Jamaica. The paper also presents strategies that can be used to guide the re-thinking of teacher preparation programmes. Practical implications Teacher preparation programmes represent the avenue through which teachers can be prepared to develop their social consciousness, so that they can in turn help students. The results of this paper are means of helping teacher educators understand this. Originality/value This paper is one of the first since the early 1990s to discuss social responsibility as a key component of teacher preparation in Jamaica. It also fills the void of scarcity of research in Jamaica on teacher education on a whole and social responsibility in teacher education in particular.

Using a Blended Model to Improve Delivery of Teacher Education Curriculum in Global Settings

2011 ◽  
pp. 51-61 ◽  
Author(s):  
Vivian H. Wright ◽  
Ronnie Stanford ◽  
Jon Beedle
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Lessons Learned ◽  
Master's Program ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
Course Content

This chapter describes how teacher educators have used a blended approach, online and traditional delivery, to structure course content for its international master’s program. The authors discuss challenges they had to overcome, lessons learned, and students’ reflections upon the blended approach.

Curriculum Theory: The Missing Perspective in Teacher Education for Inclusion

2019 ◽  
Vol 43 (1) ◽  
pp. 85-103 ◽  
Author(s):  
Marleen C. Pugach ◽  
Linda P. Blanton ◽  
Ann M. Mickelson ◽  
Mildred Boveda
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Teacher Educators ◽  
Curriculum Theory ◽  
Review Literature ◽  
Learning Needs ◽  
Role Clarity ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
Service Programs

Our intergenerational authorial team takes up a central—and unresolved—issue within teacher education for inclusion, namely, the role of curriculum in reconceptualizing pre-service programs. We specifically review literature and policy on how special education teacher educators have approached conceptions of curriculum, using this past as prologue to argue that the teacher education curriculum requires a community of educators constructing a balance between a shared equity agenda to support the preparation of all teachers for inclusion, and the simultaneous need to prepare experts who can effectively share and utilize expertise that addresses the specific learning needs of marginalized learners, including those with disabilities. Unless curriculum is addressed comprehensively, deep transformation will be difficult to achieve, and role clarity for prospective special education teachers is likely to remain unclear. Our aim is for readers to consider the complicating power of curriculum theory as essential framework for renegotiating the teacher education curriculum for inclusion.

Ethical challenges for teacher educators in Myanmar due to the February 2021 coup

2021 ◽  
pp. 175774382110372
Author(s):  
Eisuke Saito
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Civil Disobedience ◽  
Teaching Profession ◽  
Ethical Challenges

On 1 February 2021, a junta launched a coup against the civilian government in Myanmar, causing strong backlash against the coup among civilians and leading the junta to suppress those who protested in an extremely aggressive way. While the citizens, including teachers, teacher educators, and student teachers, have participated in the civil disobedience movement, they have not achieved civilian sovereignty. The revival of the junta’s rule has imposed serious ethical challenges on teacher educators in Myanmar. This think piece will be a discussion of the following challenges based on the available literature: the purpose and direction of teacher education, the security of student teachers and the prospects of the teaching profession. The international fraternity of teacher educators should show solidarity by collectively thinking about these grave challenges.

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