scholarly journals Adapting Innovative Cost-effective Student Mentorship and Practicum to Enhance Quality Teacher Education Programmes

2019 ◽  
Vol 1 (1) ◽  
pp. 35-43
Author(s):  
Augustine M. Karugu ◽  
Fatuma N. Chege
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Pilot Study ◽  
Student Teachers ◽  
Teaching Practice ◽  
Cost Effective ◽  
University Management ◽  
Teacher Mentors ◽  
Teacher Student

At the turn of the 21st Century, Kenyatta University (KU), whose niché is teacher education, had realised that the traditional Teaching Practice (TP) was becoming inadequate in the preparation of its student teachers. Firstly, was the problem of matching the fast-growing student population in education programmes with the declining staff population qualified to supervise them during TP. Secondly; the trend of rising related costs was posing considerable challenge. It was therefore necessary to interrogate the situation systematically through action research with the aim of developing innovative interventions that would help cut down financial costs and enhance quality of the TP. Literature review in this area indicated that TP could be greatly enhanced through teacher-mentorship programmes that addressed quality of graduate teachers in cost-effective ways. Consequently, in Year 2012, Kenyatta University Management mandated the Directorate of the then Teaching Practice and the Office of Dean, School of Education, to explore the viability of transforming the traditional TP through innovative approaches that entailed teacher-student mentorship programme. A pilot study was designed within the framework of Action Research and historical approaches. The pilot study was organised within partnership of KU and its TP participating schools. It was conducted in 6 purposively sampled TP zones. There were 34 duly recruited teacher mentors and their school principals as well as the KU students posted to those schools. The results of the pilot study strongly supported the intended transformation thus allowing KU to successfully implement the current Teaching Practicum and Mentorship programme.

scholarly journals Mentor teachers’ feedback role in improving the training of Grades 1-3 student teachers in South Africa

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Anna Johanna Hugo
Keyword(s):  
South Africa ◽  
Student Teachers ◽  
Teaching Practice ◽  
Education Institution ◽  
Vital Role ◽  
Mentor Teachers ◽  
Teacher Student ◽  
Service Training

Mentor teachers play a vital role in the pre-service training of teachers.  The role of mentor teachers assumes even more significance when the training is done at a distance education institution.  It is impossible for lecturers and university representatives to reach every teacher student during the weeks of teaching practice done at schools in a big country like South Africa.  The feedback obtained from the mentor teachers is thus important to train student teachers when they present their lessons during weeks of teaching practice at schools.  But the feedback from mentor teachers can also be used for the future training of student teachers.  Mentor teachers should, however, also be informed about their role as mentors for student teachers.  In this article the way feedback of mentor teachers could be used to improve the quality of the lessons of student teachers when offering language lessons in Grades 1 – 3, is discussed.           

scholarly journals Student teachers’ views of their experiences in a Bachelor’s programme

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Sene Van Heerden ◽  
Yusuf Sayed ◽  
Zahraa McDonald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Content Knowledge ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Initial Teacher Education ◽  
Data Generation ◽  
Initial Development ◽  
Pedagogic Content Knowledge

Background: It is widely accepted that the quality of schools depends on the quality of teachers. Understanding what occurs while learning to teach is an important pursuit for acquiring a sense of the quality of teachers. The initial development of teachers is a critical point from which to activate such understanding.Aim: This study, therefore, examines the ways in which pedagogic content knowledge is developed within experiences that relate to initial teacher education programmes. Pedagogic content knowledge is a concept describing a form of knowledge related to transmitting subject matter knowledge to learners.Setting: A qualitative study was conducted with a cohort of participants in the final year of a bachelor’s degree programme.Methods: Data generation ensued from focus group discussions, complemented by questionnaire data. The study analysed data categorised according to themes.Results: Findings demonstrate that the participants found their initial teacher education programme to have had positive and negative influences with regard to the development of pedagogic content knowledge. Administrative duties, adapting to school contexts, relationships with people of influence (such as lecturers during initial teacher education and mentor teachers), teaching practice (which had the most profound influence on classroom practice) and professional knowledge and skills as taught during initial teacher education were all factors that had an impact on participants’ experiences in developing their pedagogic content knowledge.Conclusion: This paper argues for the need to rethink the structure of initial teacher education programmes in order to better facilitate the development of pedagogic content knowledge.

scholarly journals The Influence of Teaching Practice Assessment on the Effectiveness of Geography Teaching in English Speaking Secondary Schools in Anglophone Cameroon

2020 ◽  
pp. 1-16
Author(s):  
Ambei Moses Chu ◽  
Kibinkiri Eric Len
Keyword(s):  
Teacher Education ◽  
Secondary Schools ◽  
Student Teachers ◽  
Teaching Effectiveness ◽  
Teaching Practice ◽  
Practice Research ◽  
Geography Teaching ◽  
English Speaking ◽  
Practice Assessment

It is noted that the quality of the educational system of any given country depends largely on the quality of teacher education. For this quality to be realized, it is important to constantly monitor the stages (theoretical, teaching practice, research project) of teacher education. This study intended to investigate the influence of Teaching Practice Assessment on the Effectiveness of Geography Teaching in English Speaking Secondary Schools in Anglophone Cameroon. It was carried out within the Menchum and Fako Divisions of the North West and South West regions of Cameroon respectively. This research had as population size, some 1444 geography teachers and all their students drawn from all government secondary schools within these two regions. Teachers’ sample (60 Teachers) population was obtained through the use of purposive sampling method and that of students (300 students) was obtained through the use of simple random sampling. Respondents were expected to fill in closed ended questionnaire items. Data collected were reported using frequency tables and proportions while Logistic Regression Model was used to predict the effect level of influence of teaching practice on geography teachers’ teaching effectiveness. This effectiveness was assessed based on the assessment of teaching practice. It was realized that this predictive factor considered alone had a predictive effect of 26.8% on teaching effectiveness though not significant enough. Based on the outcome of this findings, it can be said that this variable considered alone cannot bring about geography teaching effectiveness. Based on this finding, it was recommended that more emphasis during teacher training should be laid on subject matter mastery by student-teachers. Also, some form of financial incentives should be given to student-teachers. Finally, a thorough screening exercise should be done in the selection of supervisors and cooperating teachers to ensure that only the most qualified are assigned to guide and supervise student-teachers.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

scholarly journals “This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education

2020 ◽  
Vol 19 (10) ◽  
pp. 371-387
Author(s):  
Sue Garton
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Native Speaker ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Significant Shift ◽  
Snowball Sampling ◽  
Quantitative And Qualitative Research

The last 20-25 years have seen a significant shift in the views about what teachers need to know to be able to teach. This shift has led to new developments in the theory of second language teacher education (SLTE) and a growth in research in this area. One area of research concerns the attitudes and expectations of those learning to become teachers. While most studies in this area focus on teacher education programmes in BANA countries, this article looks at data from student teachers studying in Russia and Uzbekistan. The study employed a quantitative and qualitative research design, using a researcher-designed on-line questionnaire. Through snowball sampling, data from 161 students and recent graduates in the two countries were collected, analysed, and compared to investigate the content of SLTE programmes. The study identified what the novice teachers felt were the strengths and weaknesses of their programme, and what changes they would like to see. Results showed that while the respondents were mainly satisfied with their methodology, and theoretical linguistics courses, they felt the need for more practice, both teaching and language practice. The data also revealed that, in Uzbekistan in particular, the idea of global English struggles to take hold as native-speaker models remain the norm. The implications of the study underline the need for SLTE to explicitly link theory to practice and to promote the idea of varieties of English, rather than focus on native-speaker norms.

scholarly journals Matrix therapy is a cost-effective solution to reduce amputation risk and improve quality of life: pilot and case studies

2019 ◽  
Vol 7 ◽  
pp. 2
Author(s):  
Pascal Desgranges ◽  
Taina Louissaint ◽  
Bertrand Godeau ◽  
Denis Barritault
Keyword(s):  
Quality Of Life ◽  
Pilot Study ◽  
Lower Extremity ◽  
Therapeutic Option ◽  
Stage Iv ◽  
Cost Effective ◽  
Healthcare Systems ◽  
Complete Healing ◽  
Effective Solution

Introduction: Chronic, non-healing ulcers remain one of the most challenging clinical situations for health care practitioners. Often, conventional treatments fail and lead to amputation, further decreasing the patient's quality of life and resulting in enormous medical expenditures for healthcare systems. Here we evaluated the use of and cost-effectiveness of the RGTA (ReGeneraTing Agents) medical device CACIPLIQ20 (OTR4120) for chronic lower-extremity ulcers in patients with Leriche and Fontaine Stage IV peripheral arterial disease who were not eligible for revascularization. Methods: This uncontrolled pilot study included 14 chronic lower extremity ulcers in 12 patients in one hospital. The pilot study included 12 patients with TcPO2 < 20 mm Hg and ABPI < 0.5 who had either a minimum of one chronic lower extremity ulcer or a chronic ulcer related to amputation. OTR4120 was applied twice a week or until complete healing, for up to 12 weeks. Ulcer surface area reduction (%)after 2, 4, 8 and 12 weeks, appearance after 4 weeks, and healing after 12 weeks were measured and recorded. Results: A 35% reduction in ulcer size was achieved after 4 weeks. 7 (50%) out of 14 ulcers completely healed within 1 to 3 months of treatment. Discussion: OTR4120 is an effective therapeutic option for patients with chronic lower extremity ulcers, can provide major improvement of quality of life and has the added benefit of being a significant cost-effective solution for healthcare systems.

scholarly journals Preparing Practice-Based Researchers for Diverse Classrooms: A Pathway for Teacher Education

2021 ◽  
Author(s):  
Catherine Lammert
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Research Literature ◽  
Design Development ◽  
Education Policies ◽  
Diverse Classrooms ◽  
Practice Based Research ◽  
Conducting Research

Twenty-first century educators are faced with new dilemmas, as well as new opportunities. In response to the increasing racial, cultural, and linguistic diversity of students, some school districts and states have implemented policies mandating particular curriculum. However, evidence increasingly shows that teachers who are effective in diverse classrooms are adaptive and responsive rather than strictly adhering to scripted curriculum. One proposed solution is preparation to conduct practice-based research as part of teaching. Practice-based research is a method of studying ones’ own teaching that draws on action research, design-development research, and transformative research. As a method through which teachers define questions, explore solutions, and share successes in professional communities, practice-based research holds tremendous potential to support teachers in diverse classrooms as they work to teach in culturally sustaining ways despite external pressures. This chapter begins with the history of action research and the tradition of teachers conducting research on their practice. Then, examples of practice-based research in literacy teacher education settings from a review of the research literature are provided to demonstrate the challenges, opportunities, and design features for this work. The chapter concludes with recommendations for teacher education policies, for teacher educators, and for practice.

scholarly journals Learning to Teach: A Case Study of Student Teachers’ Practicum and Policy Recommendations

2017 ◽  
Author(s):  
Urip Sulistiyo ◽  
Amirul Mukminin ◽  
Kemas Abdurrahman ◽  
Eddy Haryanto
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
English Teacher ◽  
Teaching Practicum ◽  
Beginner Teachers

This qualitative case study was conducted to gather information on the implementation of teaching practicum in order to improve the quality of the program in an English teacher education program at a state-owned university, Jambi, Indonesia. Information was gathered from five recent teacher graduates, five beginner teachers, five school principals, and five teacher educators on their perceptions of English Foreign Language Teacher Education Program (EFLTEP) graduates as beginner teachers. This qualitative study employed a background survey, document analyses and interviews for data collection. Document analyses were used to examine the aims and content of the English teacher education program and official Indonesian English teacher education curriculum and policies. Semi-structured interviews were used to explore the main data from graduates and collect information from the beginner teachers. Interviews with principals and teacher educators were used to obtain further data and evidence about the beginner teachers’ knowledge and preparedness to teach. We organized our analysis, findings, and discussion around the implementation of teaching practicum. The analyses of the documents and texts revealed that major themes related to (1) the standards for implementing the teaching practicum in the program, (2) quality of the teaching practicum, (3) duration of the teaching practicum, (4) the roles of mentor teachers and teacher educators, and (5) selecting school partners for the student teacher practicum. Particularly, the findings indicated that teaching practicum projects undertaken during the program provided suitable but limited experience for student teachers to translate their knowledge learnt at university into the real practice of teaching at school levels. For future improvement of the program, the role of supervising teachers and teacher educators in assisting student teachers during the teaching practicum project should be a priority. The organisation and management of school–university partnerships for schools taking part in the teaching practicum require attention to maximise benefits to student teachers.

scholarly journals Sustainable Practices in research-integrated Education in HE: towards an accepted Development Pedagogy

2020 ◽  
Author(s):  
Erika Corradini
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Action Research ◽  
Teaching Practice ◽  
Integrated Education ◽  
Research And Practice ◽  
New Good ◽  
Uk Higher Education ◽  
The Relationship

It is a truth universally acknowledged that in UK Higher Education Institutions excellent is the new good. With HEIs striving to achieve ‘excellence in teaching’ in order to attract the best students, questions are being asked about how to measure excellence and about whether or not lecturers are supported in doing so. How can lecturers devise reliable measures for evaluating the quality of their teaching? The following piece conceptualises the relationship between education research and practice in HE through discussing the sustainable integration of education research into teaching practice. The overarching aim is to discuss the potential for a pedagogy centred on the development of action research in educator development programmes and thus gauge how sustainable such practices can be in HE.

Sign in / Sign up

Export Citation Format

Share Document