scholarly journals CONTRIBUTION OF PRIMARY TEACHER EDUCATION CURRICULUM TO QUALITY PRIMARY EDUCATION IN UGANDA

2013 ◽  
Vol 52 (1) ◽  
pp. 35-47
Author(s):  
Alice Merab Kagoda ◽  
Betty Akullu Ezati
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Primary Education ◽  
Primary Schools ◽  
Teacher Educators ◽  
Primary Teacher ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
Teacher Training Colleges ◽  
Primary Teacher Education

With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers. Key words: primary teacher education, primary school curriculum, quality education.

scholarly journals Role of Tutors’ Social Reconstruction Orientation on Choice of Instructional Approaches in Public Primary Teachers’ Training Colleges in Kenya

2021 ◽  
Vol 3 (1) ◽  
pp. 12-26
Author(s):  
Jacinta Katumbe Mutisya ◽  
Wilfrida Arnodah Itolondo ◽  
Samson Kariuki Ikinya
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Primary Teacher ◽  
Instructional Approaches ◽  
Social Reconstruction ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
Societal Issues ◽  
Teacher Training Colleges ◽  
Primary Teacher Training

Education acts as an instrument of social reconstruction and therefore, it must be capable of stabilising social order and conserving culture in the society to ensure sustainability. Tutor beliefs about a curriculum for social changes and adaptability upon which social reconstruction orientation is premised is vital in developing knowledge, skills, attitudes and values in teacher trainees is much needed to adapt to the ever-changing global demands. This study sought to determine tutors’ preference on the choice of instructional approaches; to determine tutors’ level of social reconstruction orientation to the teacher education curriculum and to establish the relationship between tutors’ social reconstruction orientation and choice of instructional approaches in public primary teacher training colleges in Kenya. This study adopted a correlational approach with a convergent mixed-methods approach. Questionnaires, interviews, classroom observation and document analysis were used to collect data. The sample population involved 178 tutors, 35 HODs, 20 classrooms and 4 documents purposively selected from five public primary teacher training colleges in Kenya. Both descriptive and inferential statistics were used to analyse data as per the study objectives. The study found no significant relationship between social reconstruction orientation and choice of instructional approaches. Consequently, this may impact negatively on the development of a teacher that is engaged, empowered, ethical and globally competitive as is proposed in the current teacher education reforms in Kenya. The inadequate representation, the restricted framework, limited provision of interactive learning activities and policy on the integration of societal issues in the primary teacher education curriculum provided a poor link between theory on societal issues and practice. Professional development of tutors and relevant stakeholder engagement are crucial in changing the mindsets of tutors with regard to teaching a curriculum for social reconstruction.

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.

LA CONSTRUCCIÓN DE LA IDENTIDAD PROFESIONAL DEL MAESTRO DE PRIMARIA DURANTE SU FORMACIÓN INICIAL. EL CASO DE LA UNIVERSIDAD DE BARCELONA

2017 ◽  
Vol 21 (1) ◽  
pp. 103-122
Author(s):  
Beatriz Jarauta Borrasca ◽  
María José Pérez Cabrera
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Teacher Identity ◽  
Teaching Practice ◽  
Primary Teacher ◽  
Teaching Staff ◽  
Initial Teacher Training ◽  
Primary Teacher Education ◽  
Education Degree ◽  
Educación Primaria

Resumen:¿Cómo se aprende a ser docente? ¿Cómo influye la formación inicial en la construcción de la profesionalidad e identidad como maestro? Ante estas preguntas, la investigación “Desarrollo del conocimiento profesional a través del plan de estudios del grado de maestro en educación primaria. Perspectivas del alumnado y profesorado” (EDU2012-39866-C02-02), pretende comprender los procesos que los estudiantes del Grado de Magisterio en Educación Primaria, de la Universidad de Barcelona, llevan a cabo para la construcción de su identidad profesional. Para ello, desde una metodología de carácter cualitativo basado en el estudio de casos, se aplicaron diversos instrumentos de recogida de información (tales como relatos, grupos de discusión y entrevistas) que permitieron un acercamiento desde la visión del estudiantado, del profesorado de universidad y del profesorado de centro escolar. A la luz de los resultados obtenidos, puede determinarse la influencia de sus experiencias previas, atravesadas por una elevada motivación que, a medida que avanzan en la formación, va adquiriendo tintes de realidad al asumir cada vez más una mirada desde el punto de vista de futuro maestro, y no tan anclada en la perspectiva del alumno. El hito de mayor relevancia en la construcción de su identidad se produce durante el practicum, pues es el escenario en el que se ponen en cuestión sus ideas, expectativas, preconcepciones… Acompañar la transición entre la idealización inicial de escuela y maestro hacia la recomposición de la profesionalidad y la construcción de su propia identidad, son funciones clave de la formación inicial. Abstract:How does one become a teacher? What makes a teacher? How does initial teacher training influence the development of professionalism and identity as a teacher? Faced with these questions, the aim of the research paper titled "The development of professional knowledge through the Primary Teacher Education Degree programme. Students’ and teachers’ perspectives" (EDU2012-39866-C02-02) is to understand the processes students undergo in the construction of their professional identity while pursuing a Primary Teacher Education Degree at the University of Barcelona. Following a qualitative type methodology based on case study, we used various data collection tools (such as stories, discussion groups and interviews) that allowed us to gain greater insight into the viewpoint of students, university teaching staff and cooperating teachers. In light of the results obtained, it is possible to determine the influence of previous experiences embedded in the high motivational levels of these students. Then, as they advance through their training, they begin to acquire hints of the reality of teaching and gradually assume a teacher’s frame of mind, less anchored in the student's perspective. The most important milestone in the construction of a teacher identity occurs during teaching practice; the setting in which a teacher’s ideas, expectations, preconceptions, etc. are put to the test. Accompanying the transition from the initial idealisation of the school and the teacher towards greater professionalism and the construction a teacher’s own identity are key functions of the initial teacher training.

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.

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.

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.

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