scholarly journals Sustainable Teacher Training via Distance Education: The Effect of Study Centers, Gender and Economic Demographics on Academic Performance

2021 ◽  
Vol 13 (14) ◽  
pp. 7965
Author(s):  
Hong Zhang ◽  
Wilson Osafo Apeanti ◽  
Paul Georgescu ◽  
Prince Harvim ◽  
Dianchen Lu ◽  
...  
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Academic Performance ◽  
Education Program ◽  
Teacher Education Program ◽  
Policy Implications ◽  
Education Students ◽  
Traditional Mode ◽  
The University ◽  
Better Than

We examine the effectiveness and sustainability of the distance teacher education program established by the University of Education, Winneba, Ghana, by investigating the differences in the academic performance of students who are trained in the teacher education program via traditional and distance education modes, respectively, from 2011 to 2015. Close attention is paid to the factors that affect the academic performance of students in the distance mode. Our findings confirm that traditional mode students perform better than their distance mode counterparts in terms of cumulative GPAs. Gender and economic demographics of distance study centers are found to affect the academic performance of distance education students significantly. The policy implications of these findings are discussed and directions of further action are outlined.

Overseas: Native Studies at the University of Saskatchewan

1984 ◽  
Vol 12 (4) ◽  
pp. 59-60
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Department Of Education ◽  
Native Studies ◽  
Aboriginal Students ◽  
Exchange Material ◽  
The University ◽  
Indian Students ◽  
Education Courses

We recently received exchange material from The Saskatchewan Urban Native Teacher Education Program (SUNTEP) at Saskatoon, Canada. A brief description of the program might be of interest to those readers involved in adult and teacher education courses for Aboriginal students.SUNTEP is a four-year off campus Teacher Education Program offered through the Gabriel Dumont Institute of Native Studies and Applied Research in co-operation with the Department of Education and the University of Saskatchewan and Regina. It is an enriched program leading to a B.Ed, degree, designed specifically for Metis and Non-Status Indian students who might not otherwise attend university. The program has a number of unique aspects including -

scholarly journals Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program

2016 ◽  
Vol 25 (2) ◽  
Author(s):  
Lee Anne Block ◽  
Paul Betts
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Strong Connection ◽  
Socially Constructed ◽  
The University

Teacher candidates’ individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This paper explores how agentic teaching identities emerge within the layered contexts of our teacher education program as examined in five narratives of teacher candidates’ experience. These narratives involve tension, inquiry, successes and risks, as teacher candidates negotiate what is means to learn how to teach, to teach and to critically reflect on knowledge needed to teach. We conclude that navigating teacher identity is a teacher candidate capacity that could be explicitly cultivated by teacher education programs.

scholarly journals A Study of the Views of Prospective Teachers about Practicum of Teacher Education Programs

2017 ◽  
pp. 1-12
Author(s):  
Uzma Parveen Et al.,
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Education Institution ◽  
Teacher Education Institution ◽  
Research Findings ◽  
Practicum Experience ◽  
Oriented Activity ◽  
The University

Teacher education is a professionally oriented activity in the sense that the skills, attitudes, and knowledge provided herein, have a direct bearing on the teaching assignment of teachers. The criticism of recent years on existing teacher education program is adequate testimony that we have so far not fully succeeded to bring available research findings to bear upon the education of the teachers. It was a survey type of study which required the collection of data from the prospective teachers, who had gone through the practicum experience. The data comprised of the views of prospective teachers about practicum. A convenient sample of 400 prospective teachers, from the institution of three universities, having practicum experience was selected. It includes 200 prospective teachers of B.Ed. and 200 of M.A Education program with equal numbers from both genders. M.A Education prospective teachers were from AIOU and Punjab University, whereas B.Ed. were from AIOU and the University of Education. The prospective teachers viewed that less cooperation and mutual understanding exist among faculty members and cooperative teachers. The teacher education institution and its faculty should develop a good understanding and proper liaison with the staff of the cooperative schools for proper planning conduct and evaluation activities of practicum programs.

Designing a pre-service CLIL teacher education program

2019 ◽  
Vol 64 (3 (253)) ◽  
pp. 173-193
Author(s):  
Katarzyna Brzosko-Barratt
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Mentor Teachers ◽  
Instrumental Case Study ◽  
Early Primary ◽  
The University

This paper is a part of a larger instrumental case study exploring the process of creating a CLIL teacher education program for early primary level at the University of Warsaw. The paper identifies some challenges related to program design and describes areas of growth of student teachers specifically related to CLIL planning instruction. The data were collected over a period of five years and included interviews and focused groups with student teachers, teacher educators and mentor teachers as well as the analysis of CLIL units created by the student teachers.

scholarly journals Values and Performance of Teacher Education Students in the University of Eastern Philippines

2021 ◽  
pp. 39-46
Author(s):  
Vanessa Galit- Lluz
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Elementary Education ◽  
Family Income ◽  
Interpersonal Relation ◽  
College Level ◽  
Education Students ◽  
Statistical Tool ◽  
The University ◽  
Teacher Education Students

This paper evaluates the values and the academic performance of BEED 3 students in the University of Eastern Philippines - System. This study was specifically concerned in determining the demographic profile of the respondents in terms of age, sex, educational attainment of parents, family income, nature of employment of parents, number of children and religious affiliation. Further, this was undertaken to find out the level of the academic performance of students and the values practiced by the BEED 3 teacher education students in the three campuses of the University of Eastern Philippines System and to determine the significant relationship between the values practices by the BEED students and their academic performance. With the purpose to achieve a rigorous finding this study utilized the descriptive-correlational research design. The respondent of this study comprised the 90 students specializing in Bachelor in Elementary Education who were third year college students in the three campuses of the University of Eastern Philippines – System, drawn through a representative sample technique. Particularly the statistical tool used in this study were frequency counts, percentages, weighted mean and multiple regression analysis. Majority of the respondents were within 19-22 years of age and mostly were female. Their parents were college level, with a monthly income ranging from P 25, 000 to P 29, 000, government employees, with 5 to 6 children and Roman Catholic by faith. The students were very good in their academic performance in English, Mathematics and Values Education. However, the BEED students practiced more values in personalism, close family ties, smooth interpersonal relation, hard work and industry, love for God and rationalism. Moreover, the academic performance was significantly related to values because of the F ratio of 1.619 which is greater than the significant F of 0.206. The coefficient determination explained the degree of influence of values to academic performance, it can be inferred that students having favorable values have greater academic performance.

Electronic Portfolios in Teacher Education

2011 ◽  
pp. 877-884 ◽  
Author(s):  
Andrew Kitchenham
Keyword(s):  
Teacher Education ◽  
British Columbia ◽  
Education Program ◽  
Teacher Education Program ◽  
Fine Tuning ◽  
Spare Time ◽  
Bachelor Of Education ◽  
Research Findings ◽  
The University ◽  
The Hill

As a punishment from the Greek gods for his numerous trickeries, Sisyphus was condemned to roll an enormous rock up a hill for eternity. As he reached the top of the hill, the rock rolled back to the bottom of the hill and he had to start anew. For some pre-service teacher education students, the work involved in creating an electronic portfolio becomes a Sisyphean task. However, upon completion of the e-portfolio, the students realize that the task has become a labour of love as they spend much of their spare time fine-tuning the finished product. This chapter describes that task and the pride that they feel at the end of their time in the teacher education program. The University of Northern British Columbia Education Program’s teacher education program has relatively new but very innovative and creationary. The professors teach undergraduate and graduate courses, are actively involved in graduate student supervision, provide professional development workshops to surrounding school districts on a regular basis, and publish research articles and present research findings at learnèd conferences. Since its inception in 2002, the Education Program has submitted and had approved its Bachelor of Education program by the teacher governing agency, the British Columbia College of Teachers (BCCT). Its graduates are hired by the surrounding districts, throughout BC and Canada, and overseas. It is, without a doubt, a solid program.

Neoliberal technological devices and articulations of teaching young children: A case study of preservice teachers using iPads in their teacher education program

2018 ◽  
Vol 17 (2) ◽  
pp. 88-103
Author(s):  
Christopher P Brown ◽  
Joanna Englehardt
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Academic Performance ◽  
Young Children ◽  
Education Program ◽  
Early Education ◽  
Teacher Education Program ◽  
Technology In The Classroom

The global shift toward neoliberalism continues to impact early childhood in numerous ways. One example of this shift is the push by education stakeholders for the incorporation of technology into the teaching of young children. Advocates contend implementing such technology in the classroom will increase children’s academic performance and provide them with the skills needed to attain well-paying jobs in the future. Such rhetoric creates a new set of challenges for early educators who seek to resist this neoliberal shift toward individualism and the framing of education as a process of learning, earning, and consuming. The case study examined in this article begins to address this issue by investigating how utilizing iPads in the process of becoming a teacher affected a sample of preservice teachers’ articulations of their roles as educators. Investigating and analyzing their experiences provides members of the early childhood community with steps they might take to assist early educators in framing their roles as teachers through democratic conceptions of practice that they can then implement within their early education context.

A Model for Relating an IMC to a Teacher Education Program

1970 ◽  
Vol 36 (10) ◽  
pp. 753-756
Author(s):  
Helen Juliar
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Instructional Improvement ◽  
Service Research ◽  
University Of Minnesota ◽  
Teacher Education Institutions ◽  
The University

The Special Education Instructional Improvement Laboratory at the University of Minnesota attempts to redefine the traditional IMC functions and to become a model for teacher education institutions. Expanded opportunities in service, research, search, development, and dissemination are the laboratory's goals.

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