scholarly journals Support Teaching in Schools: Perceptions of Teacher Trainees

2021 ◽  
pp. 289-297
Author(s):  
Emmanuel Appiah Dankwah ◽  
Isaac Atuobi Nyarko ◽  
Daniel Darkwa Mensah
Keyword(s):  
Teaching And Learning ◽  
Education Programme ◽  
School Curriculum ◽  
College Of Education ◽  
Study Data ◽  
Teaching Profession ◽  
Perceived Support ◽  
Teacher Trainees ◽  
Artificial Nature ◽  
Vital Element

Support Teaching in Schools (STS) is a vital element in any teacher education programme. It is considered the most fundamental way in helping teacher trainees to become effective implementers of the school curriculum. This study sought to ascertain the perception of teacher trainees on the benefits and challenges of the STS program in Akrokerri College of Education. This study used a hybrid research technique to find out about the perception of teacher trainees towards STS. The study data were collected through online questionnaires, and then descriptive statistics and content analysis approach were used to analyze research questions. The main objective of the paper was to examine teacher trainees perception concerning STS; to find out whether the opinion of teacher trainees on STS differ with regards to gender; to ascertain the benefits and of STS to the teacher trainees; and to identify specific challenges of STS during COVID 19 pandemic. In all 235 teacher trainees responded, findings from the study proved that teacher trainees perceived support teaching in school (STS) as beneficial, as it has helped them connect college base training to practical skills and knowledge of the teaching profession. Time wasting due to single bus for conveying students to practice schools; lack of proper orientation; the inability of some link tutors to visit schools; insufficient teaching and learning resources were some of the challenges encountered by teacher trainees. Other challenges emanating from STS as a result of the COVID 19 pandemic were lack of orientation on online STS, poor internet connectivity, inadequate time and the artificial nature of STS.

scholarly journals Peran Supervisi Kepala Sekolah dalam Mengembangkan Profesionalitas Guru Madrasah

MADRASAH ◽  
2016 ◽  
Vol 8 (2) ◽  
pp. 12
Author(s):  
Nurul Lail Rosyidatul Mu'ammaroh
Keyword(s):  
Personal Growth ◽  
Teaching And Learning ◽  
School Curriculum ◽  
Teaching Profession ◽  
Educational Goals ◽  
Learning Situation ◽  
Quality Of Teaching ◽  
Principal Task ◽  
Teaching Situations

<p><em>The supervision essentially contains several main activities, namely the continuous coaching, professional ability development of personnel, improvement of teaching and learning situation with the final target achievement of educational goals and personal growth of students. Supervision done by headmaster as supervisor is to help teachers improve teaching situations in a broad sense. One of the tasks in order to improve the quality of teaching in schools is to develop and analyze the curriculum applied in school. In order to analyze the school curriculum, the principal task is to help teachers improve the teaching profession.</em></p>

scholarly journals Using Cooperative Learning Model to Enhance Academic Performance of Teacher Trainees in Some Selected Topics in Integrated Science at Saint Monica’s College Of Education

2020 ◽  
Vol 8 (04) ◽  
pp. 1276-1281
Author(s):  
Stephen Kwame Amoako ◽  
Kennedy Ameyaw Baah ◽  
Fidelis Kamaayi ◽  
Samuel Sylvester Dapaah ◽  
Charles Amoah Agyei
Keyword(s):  
Cooperative Learning ◽  
Science Teachers ◽  
Teaching And Learning ◽  
College Of Education ◽  
Control Group ◽  
Learning Approach ◽  
Female Teacher ◽  
Integrated Science ◽  
Teacher Trainees ◽  
Experimental Group

The study sought to investigate the effects of using cooperative learning on female teacher trainees of the Colleges of Education in learning some selected topics in Integrated Science. The investigation also sought to determine whether the Cooperative Learning Approach enhances the attitude and motivation of the trainees towards learning of Integrated Science. The study was carried out at the St. Monica’s College of Education in the Mampong Municipality of the Ashanti Region. In all, 80 teacher trainees consisting of 40 each from control and experimental groups were purposively sampled to participate in the study. The teacher trainees in the experimental group were exposed to the Cooperative Learning Approach and the trainees in the control group were lectured during the period of the study. The results of the study showed that the cooperative learning strategy was very relevant and beneficial in helping the teacher trainees of the St. Monica’s College of Education to improve on their performance in, and attitudes towards, the teaching and learning of Integrated Science. It was therefore recommended among other things that the science teachers should endeavour to integrate cooperative learning into their routine methods of instruction in the teaching and learning of Integrated Science. Keywords: cooperative learning approach, purposive sampling, experimental group, college of education, motivation

PERCEPTION OF LECTURERS ON THE USE OF INFORMATION ANDCOMMUNICATION TECHNOLOGY FOR THE EFFECTIVE TEACHINGOF TECHNICAL EDUCATION PROGRAMME

2019 ◽  
Vol 14 (2) ◽  
Author(s):  
O. O. Kennedy
Keyword(s):  
Teaching And Learning ◽  
Technical Education ◽  
Target Population ◽  
Education Programme ◽  
College Of Education ◽  
State University ◽  
Tertiary Institutions ◽  
Benin City ◽  
Research Questions ◽  
Delta State University

The study investigated the extent to which ICT has been used in the teaching o f technical education programme in tertiary’ institutions as well as the benefits to both staffs and students. Three research questions were posed to guide the study. The survey research design was adopted. The target population was 42 lecturers of technical education in tertiary institutions in South-South Nigeria comprising Delta State University Abraka, University of Benin, Benin City, Federal College of Education (Technical), Asaba, Umunze and Omoko. No sampling was done as the population was few. A questionnaire was developed, validated and its reliability established. Mean and standard deviation were used to answer the research questions. Results showed that the use of ICT was well entrenched and evidently of help in the teaching and learning of technical education programme in tertiary institutions in South-south Nigeria. Recommendations such as training and retraining of technical education staffs on ICT who have a part to play in improving technical education programmes were made among others.

scholarly journals Improvement of Quality Standards in Examination Process in Colleges of Education

2015 ◽  
Vol 5 (1) ◽  
pp. 297
Author(s):  
Sam Oluseyi Oyekan
Keyword(s):  
Learning Outcomes ◽  
Global Economy ◽  
Teaching And Learning ◽  
Quality Standards ◽  
Basic Mechanism ◽  
Education Programme ◽  
School Curriculum ◽  
Colleges Of Education ◽  
Ethical Orientation ◽  
Examination Process

Education is the universal catalyst for qualitative development of effective citizenship and competent workforce required in building a modern dynamic society. Purposeful instructional leadership, prudent management of resources and vibrant evaluation of students’ learning outcomes as a means of quality control could raise appreciable standards toward an improvement of examination process in Colleges of Education. Being a major task in the school curriculum implementation, examination process is a basic mechanism for academic quality assurance in higher education. A comprehensive examination process largely comprises admission of qualified candidates into teacher education programme, effective teaching and learning of the subject curriculum contents, continuous assessment of learning outcomes, moderation and conduct of examinations, marking and grading of examination scripts, external moderation of examination results, computation and consideration of moderated examination results, notification and release of examination results, certification and production of transcripts, career induction and convocation of certified competent and responsible graduates for employment in the labour market. Hence, it is suggested that prompt identification of challenges and strategies for improvement of quality standards in examination process would enhance a comprehensive professional development of competent and personable teachers. Such well-informed educational experts shall use their professional expertise, ethical orientation and instructional best practices to discover and nurture a crop of gifted, talented and skilled individuals as credible future leaders in all aspects of our national life and global economy.

scholarly journals Evaluating learning objectives of the pre-school teacher education programme in terms of special field competencies

2019 ◽  
Vol 19 (1) ◽  
pp. 35-44
Author(s):  
Ozden Demir ◽  
Metin Kartal ◽  
Halil Ibrahim Kaya
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
School Teacher ◽  
Education Programme ◽  
Teaching Profession ◽  
Learning Objectives ◽  
Teacher Education Programme ◽  
National Education ◽  
Teaching Qualifications

In Turkey, as in other countries, candidate teachers are expected to achieve the teaching qualifications and competencies outlined by the ministries of education. In Turkey’s case, the Ministry of National Education of Turkey (MoNE) (Yüksek öğretim Kurulu (YÖK), 1998; MoNE, 2006) has developed the general competencies for the teaching profession including six-main competency domains called A-B-C-D-E-F, associated thirty-one sub-domains, and 233 teaching performance indicators for knowledge, skills, and attitudes for the teacher education programmes. More specifically, special field competencies for pre-school teachers have been developed to bring effective-teaching and learning to both public and private schools. This study analysed general competencies and related special field competencies with the aim of determining the extent to which there is a correlation between the general competencies of Pre-School T eacher Education Programmes and the courses’ learning objectives and sub-competencies. Qualitative content analysis methods yield the descriptive frequencies presented. This exploratory approach of these important elements of a teacher education programme will be useful to determine and seek to eliminate the intended and enacted gap between the learning objectives and the special field competencies. This study is offered as an example comparison among these elements that might also be helpful in the evaluation of teacher education programmes in other contexts.  

scholarly journals A Study of the Perceptions of Teacher Trainees Towards the Two-Year Teacher Education Programme Being Run in India

2020 ◽  
pp. 79-86
Author(s):  
Adit Gupta ◽  
Ruchi Rakwal
Keyword(s):  
Teacher Education ◽  
Research Study ◽  
Education Programme ◽  
College Of Education ◽  
Government College ◽  
Teacher Education Programme ◽  
Teacher Trainees ◽  
Valid Instrument ◽  
The Mean ◽  
Assessment Questionnaire

The present study assesses the perceptions of teacher trainees towards the two-year teacher education programme being run in Jammu (India). The Teacher Trainees Perceptions Assessment Questionnaire (TTPAQ) was developed by the researchers for achieving the objectives of the study. The questionnaire consisted of four scales namely, Duration, Pedagogical Aspects, Curriculum and Innovation. A sample of 200 students enrolled in the two-year B.Ed. and M.Ed. programmes of a private and Government college of education were chosen for the study. The results of the study showed that the TTPAQ was a reliable and valid instrument for assessing the perceptions of the teacher trainees towards the two-year teacher education programme. The mean scores of the different scales of the TTPAQ were high which indicated that teacher trainees of the B.Ed. and M.Ed. programmes had positive perceptions towards the duration, pedagogical aspects, curriculum and innovativeness of the programme. No gender differences were observed in the results of the study. Significant differences were observed between the students of private and government colleges and also between the teacher trainees of B.Ed. and M.Ed. classes on all the four scales of the TTPAQ. This research study happens to be the first of its kind in this region that assesses the perceptions of teacher trainees due to a sudden stretch in the duration of M.Ed. and B.Ed. programmes from one to two years.

EFFECTIVE MANAGEMENT: A RECIPE FOR ATTAINING THE GOALS OF NOMADIC EDUCATION PROGRAMME IN NIGERIA

2013 ◽  
Vol 14 (1) ◽  
pp. 9
Author(s):  
Abbas Mahmud
Keyword(s):  
Teaching And Learning ◽  
National Policy ◽  
Education Programme ◽  
Educational Goals ◽  
Policy Statement ◽  
Effective Management ◽  
Mutual Respect ◽  
Head Teachers ◽  
School Activities ◽  
National Policy On Education

The paper examined different areas of management in relation to Nomadic Education programme and looked into policy statement which is enshrined in the National Policy on Education and definition regarding to management. System theory was also used in order to examine issues o f effective management in schools. Administrators roles in schools was discussed such as mutual respect, shared ideas and the process in establishing nomadic schools with a lot of considerations before erecting the structure. School plant planning was discussed in respect of managers/head teachers in managing the schools toward the achieving educational goals. The paper also examined the component that helps in achieving the goals which are management structure, the hierarchical model to the management o f nomadic schools and how it will really help in managing the school activities. Lastly the paper made some recommendations, such as, government should provide the needed teaching and learning materials for successful attaining goals etc.

scholarly journals A Study of Errors and Misconceptions in the Learning of Addition and Subtraction of Directed Numbers in Grade 8

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401667137 ◽  
Author(s):  
Judah Paul Makonye ◽  
Josiah Fakude
Keyword(s):  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Study Data ◽  
Negative Numbers ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Number Lines ◽  
Addition And Subtraction ◽  
Logical Errors ◽  
Grade 8

The study focused on the errors and misconceptions that learners manifest in the addition and subtraction of directed numbers. Skemp’s notions of relational and instrumental understanding of mathematics and Sfard’s participation and acquisition metaphors of learning mathematics informed the study. Data were collected from 35 Grade 8 learners’ exercise book responses to directed numbers tasks as well as through interviews. Content analysis was based on Kilpatrick et al.’s strands of mathematical proficiency. The findings were as follows: 83.3% of learners have misconceptions, 16.7% have procedural errors, 67% have strategic errors, and 28.6% have logical errors on addition and subtraction of directed numbers. The sources of the errors seemed to be lack of reference to mediating artifacts such as number lines or other real contextual situations when learning to deal with directed numbers. Learners seemed obsessed with positive numbers and addition operation frames—the first number ideas they encountered in school. They could not easily accommodate negative numbers or the subtraction operation involving negative integers. Another stumbling block seemed to be poor proficiency in English, which is the language of teaching and learning mathematics. The study recommends that building conceptual understanding on directed numbers and operations on them must be encouraged through use of multirepresentations and other contexts meaningful to learners. For that reason, we urge delayed use of calculators.

scholarly journals Case Study of the Integration of Digital Competencies into Teacher Preparation

2021 ◽  
Vol 13 (11) ◽  
pp. 6402
Author(s):  
Ján Záhorec ◽  
Alena Hašková ◽  
Adriana Poliaková ◽  
Michal Munk
Keyword(s):  
Teacher Training ◽  
Digital Literacy ◽  
Teaching Profession ◽  
Research Data ◽  
Research Survey ◽  
Teacher Trainees ◽  
Study Programs ◽  
Two Factors ◽  
Technological Competency ◽  
Pre Service Teacher

The requirements imposed on schools and the competencies of teachers change depending on the development of society, and currently their constant growth is considerable. These facts lead to the need to continuously innovate pre-service teacher training, especially with a focus on creating professional digital literacy. The creation of a proposal of an optimal model of pre-service teacher training in the field of teacher trainees’ professional didactic-technological competency development was the subject of the research, which is described in the article. The described research examined the importance of the integration of various kinds of digital didactic tools into pre-service teacher training curricula with regard to the successful performance of the teaching profession. The necessary research data were obtained on the basis of screening the opinions of teacher trainees in Slovakia and the Czech Republic (n = 280). The respondents of the research survey expressed, in terms of various aspects, their opinions on the importance of integrating the issue of working with specified kinds of the given digital means into the curricula of teacher trainees’ study programs. The obtained research data were analysed depending on three segmentation factors of the respondents, which were the nationality of the student (i.e., the COUNTRY of his/her study), the GENDER of the respondent, and the combination of these two factors, i.e., COUNTRY X GENDER. According to the achieved results, there is a need to include or strengthen the teaching of software applications such as ActivInspire, FreeMind, SMART Notebook, Google Docs and, if possible, Prezi and Mindomo, and also a need to emphasize the methodological aspects of the use of these technical means in teaching.

Utilizing Group Investigation Techniques to Enhance Students’ Reading Comprehension Skills on Recount Text

2020 ◽  
Vol 3 (2) ◽  
pp. 53-61
Author(s):  
Ledy Nur Lely ◽  
Welliam Hamer ◽  
Fathimah Zahroh
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
School Curriculum ◽  
Posttest Score ◽  
Eighth Grade ◽  
Investigation Technique ◽  
Eighth Grade Students ◽  
Class Viii

Recount text is one of the texts in writing which must be taught and stated in Junior High School curriculum. Some students felt that reading text is boring because the students tend to be very lazy to read the text, so that they are not interested in English lessons. The researchers used group investigation technique as one of alternatives in teaching and learning to develop the material and make students more active and interested in class. The objective of this research is to find out whether teaching using group investigation technique is able to develop the students’ reading in recount text at the eighth grade students of SMP Negeri 17 Kota Serang. The methodology of this research was a quantitative research method by using true experimental design. The study was carried out into two classes, Class VIII E as experimental class, and Class VIII C as control class. The results of the study showed that group investigation was able to develop students’ reading comprehension in recount text. Mean of posttest score of the experimental class (67.31) was higher than the control class (64.18). Based on the statistical analysis using t-test analysis, it showed the value of tcount ≥ ttable = 49.12 ≥ 1.99. It means that (Ha) was accepted and the (H0) was rejected. It can be concluded that group investigation is able to develop students’ reading comprehension in recount text at eighth grade students of SMP Negeri 17 Kota Serang.

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