scholarly journals TEACHING READING COMPREHENSION IN LARGE MULTILINGUAL CLASSROOMS AT THE BASIC EDUCATION LEVEL IN NIGERIA: THE PRESENT SCENARIO

2018 ◽  
Vol 14 (1) ◽  
pp. 10
Author(s):  
Hanna Yusuf Onyi
Keyword(s):  
Reading Comprehension ◽  
Teacher Training ◽  
Problem Solving ◽  
Basic Education ◽  
Education Level ◽  
Colleges Of Education ◽  
Teaching Reading ◽  
Multilingual Classrooms ◽  
Teaching Of Reading ◽  
Training Institutions

This paper highlights some of the problems teachers face in teaching reading comprehension in large multilingual classrooms at the basic education level in Nigeria. The paper proposes some strategies that can be used for affective teaching of reading comprehension in large multilingual classrooms. The implication for teachers and the curriculum were highlighted. The paper concludes by suggesting that communicative activities such as role plays question and answer sessions, problem-solving tasks etc. should be incorporated into teachers' lesson plans and teaching. The curriculum for colleges of Education and other teacher training institutions need to be reviewed to provide teachers with the opportunities to competently teach through the medium of at least two languages.

scholarly journals Common techniques in teaching of reading

2020 ◽  
Vol 3 (1) ◽  
pp. 65-68
Author(s):  
Dildora Jabborova ◽  
Miravaz Mirsadullayev
Keyword(s):  
Reading Comprehension ◽  
Prior Knowledge ◽  
Teaching Reading ◽  
Teaching Of Reading ◽  
The World ◽  
Reading Activities

Reading is an activation of the prior knowledge that we already have in our mind. When we read any text, we use our knowledge of the world to understand the text. A typical reading class involves the reading of a passage followed by comprehension questions, vocabulary exercises, and grammatical exercises. In this article, we will discuss common techniques in teaching reading in relation to the reading class activities: pre-reading activities, during/whilst reading activities, and post-reading activities that teachers use in teaching reading comprehension lessons.

scholarly journals Sixty years of teacher education in Ghana: Successes, challenges and the way forward

2019 ◽  
Vol 15 (2) ◽  
pp. 69-74
Author(s):  
Damian Kofi Mereku
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Basic Education ◽  
Core Competencies ◽  
Eastern Region ◽  
Colleges Of Education ◽  
Training Schools ◽  
Education In Ghana ◽  
Increasing Demand ◽  
Basel Mission

This paper was a presentation made at the launching of the 60th Anniversary Celebration and the Annual Graduation Ceremony of Peki College of Education, on Friday, 13th June 2014. The paper examined the history of the development of initial teacher training institutions in Ghana since 1835 when the first (i.e. Presbyterian Training College [PTC]) was established by the Basel Mission at Akropong in the Eastern Region. It explains that currently there are 38 public and 3 private colleges of education in the country producing teachers for basic schools. It argues that even though the 41 colleges of education have been elevated to tertiary status to offer programmes leading to diploma in basic education, they are still being run like the old missionary teacher training schools. These and several other factors had led to concerns about the quality of the products of the colleges in terms of the generic and subject-specific competences as well as the capacities of the institutions to meet the increasing demand for basic school teachers. It is therefore suggested that the boarding system in the Colleges of Education be scrapped, and instead, few (about 10) of the colleges selected for development and upgrading into Teacher Education Universities. It is further suggested that special incentives are introduced to attract the top candidates to the colleges of education and also the institutions should review their programmes and study modules to ensure pre-service teachers develop practical skills in teaching the core competencies in basic education. 

scholarly journals Management Of Teaching Practice In The Preparation Of Nigerian Certificate Of Education (NCE) Teachers

2010 ◽  
Vol 7 (11) ◽  
Author(s):  
Samuel Adetunji Asaya
Keyword(s):  
Teacher Training ◽  
Conceptual Understanding ◽  
Education System ◽  
Teaching Practice ◽  
Professional Preparation ◽  
Historical Background ◽  
Colleges Of Education ◽  
Management Problems ◽  
The Matrix ◽  
Training Institutions

If the teacher must be “everything” to the learner as well as be the character-model to society, as it is commonly expected, his training must be such that is not only comprehensive but well articulated.  Such training must be based on sound conceptual understanding and reasoning that have been developed within the matrix of practice and experience (Ehiametalor, 1990).  Consequently, this paper examines a brief historical background of the teacher training institutions in Nigeria, taking a look at the meaning and objectives of teaching practice and some management problems militating against the professional preparation of teachers-in-training. This paper further considers the strategies that could improve the management and supervision of teaching practice, generally, and in colleges of education, in particular. Suggestions are made on how to ensure that the professionally prepared teachers are retained in the education system through appropriate incentives and motivation.

scholarly journals Keefektifan strategi REAP dan request dalam pembelajaran membaca pemahaman siswa kelas VIII SMP

LingTera ◽  
2016 ◽  
Vol 3 (1) ◽  
pp. 99
Author(s):  
Sukma Sukma ◽  
Haryadi Haryadi
Keyword(s):  
Reading Comprehension ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
Control Group ◽  
Teaching Reading ◽  
Control Group Design ◽  
Group Design ◽  
Scheffe Test ◽  
Teaching Of Reading ◽  
Traditional Strategy

Tujuan penelitian ini yaitu untuk mengidentifikasi perbedaan keefektifan antara penggunaan: (1) strategi REAP dengan strategi tradisional, (2) strategi Request dengan strategi tradisional, dan (3) strategi REAP dengan strategi Request dalam pembelajaran membaca pemahaman siswa Kelas VIII SMP Negeri 2 Herlang. Penelitian ini merupakan penelitian kuasi-eksperimen. Desain eksperimen yang digunakan adalah Randomized Pretest-Posttest Control Group Design. Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 2 Herlang. Sampel penelitian ini adalah siswa kelas VIII.2, VIII.3, dan VIII.4 yang ditetapkan dengan menggunakan teknik simple random sampling. Data dianalisis dengan menggunakan Anava dilanjutkan uji Scheffe. Hasil penelitian menunjukkan bahwa ada perbedaan keefektifan dalam pembelajaran dengan strategi REAP, strategi Request, dan tradisional dengan F = 43,315 dan sig.(p)= 0,000 < 0,05. Hasil analisis uji Scheffe secara rinci menunjukan bahwa (1) strategi REAP lebih efektif dibandingkan dengan strategi tradisional, (2) strategi Request lebih efektif dibandingkan dengan strategi tradisional, dan (3) strategi REAP lebih efektif dibandingkan dengan strategi Request dalam pembelajaran membaca pemahaman dengan mean difference sebesar 4,96875 dan sig.(p)= 0,031 < 0,05. Berdasarkan uraian tersebut, dapat disimpulkan bahwa strategi REAP merupakan strategi yang paling efektif dibandingkan dengan strategi Request dan strategi tradisional dalam pembelajaran membaca pemahaman.Kata Kunci: keefektifan, strategi REAP, strategi Request, membaca pemahaman The effectiveness of REAP and request strategies in the teaching of reading comprehension to grade VIII students of SMPAbstractThe purposes of this study are to determine the effectiveness difference: (1) between the REAP strategy and traditional strategy, (2) between the Request strategy and traditional strategy, and (3) in the use of the REAP strategy and Request strategy in the teaching of reading comprehension to grade VIII students of SMP Negeri 2 Herlang. The research was quasi-experimental. The experimental design used was a randomized pretest-posttest control group design. The population was all of the grade VIII students of SMP Negeri 2 Herlang. The sample was students of class VIII.2, VIII.3, and VIII.4 established using the simple random sampling technique. The data were analyzed using the formula of Anava followed by Scheffe test. The result of the research shows that there are differences in teaching effectiveness using the REAP strategy, Request strategy, and traditional strategy with F = 43,315 and sig.(p)= 0,000 ≤ 0,05. The results of the analysis using the Scheffe test show that (1) the REAP strategy is more effective than traditional strategy, (2) the Request strategy is more effective than traditional strategy, (3) the REAP strategy is more effective than Request strategy in teaching reading comprehension, with the mean difference of 4,968 and sig.(p)= 0,031 < 0,05. Based on the above description, it can be concluded that the REAP strategy is the most effective strategy of the three strategies under study in teaching reading comprehension.Keywords: effectiveness, REAP strategy, Request strategy, reading comprehension

scholarly journals The Upgrading of Teacher Training Institutions to Colleges of Education: Issues and Prospects

2013 ◽  
Vol 3 (2) ◽  
Author(s):  
Emmanuel Kojo Newman
Keyword(s):  
Teacher Training ◽  
Tertiary Education ◽  
Colleges Of Education ◽  
Tertiary Institutions ◽  
Training Institutions ◽  
Publicly Owned

In year 2008, 38 publicly-owned Teacher Training Institutions (TTIs) that offered certificate programmes to prepare teachers for basic schools in Ghana, were elevated to tertiary status and re-designated as Colleges of Education (COEs) to offer tertiary programmes .  Since the elevation and re-designation of TTIs as Colleges of Education, the institutions have faced various challenges which threaten the consolidation of their status as tertiary institutions. These challenges which border on governance, regulation, management, autonomy of the Colleges among others, must be critically examined and addressed to enable the institutions to discharge their mandate effectively. This article examines the challenges and prospects of Colleges of Education as they evolve as tertiary education institutions.

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