Chapter Eleven: Fat Bullying of Girls in Elementary and Secondary Schools: Implications for Teacher Education

2016 ◽  
Keyword(s):  
Teacher Education ◽  
Secondary Schools

Quid Pro Quo? Initial Teacher Education in Secondary Schools

1997 ◽  
Vol 23 (2) ◽  
pp. 163-178 ◽  
Author(s):  
Val Brooks ◽  
Sue Barker ◽  
Peter Swatton
Keyword(s):  
Teacher Education ◽  
Secondary Schools ◽  
Initial Teacher Education

scholarly journals An Examination of Teacher Education Management and Innovative Reforms Agenda for Curriculum Implementation in Secondary Schools in IMO State, Nigeria

2021 ◽  
pp. 36-41
Author(s):  
Stanley U. Nnorom ◽  
Ezenwagu, Stephen Abuchi ◽  
Anyanwu, Jude Azubike ◽  
Benignus C. Nwankwo
Keyword(s):  
Teacher Education ◽  
Secondary Schools ◽  
Survey Design ◽  
School Principal ◽  
State University ◽  
Education Management ◽  
Reform Agenda ◽  
Imo State ◽  
Level Of Significance ◽  
Descriptive Survey

The study examines managing teacher education and innovative reforms agenda for curriculum execution in secondary schools in Imo state, Nigeria. The study adopted descriptive survey design. The population comprised of Five hundred and thirty (530) secondary school Principal in Imo state school system. The sample consisted of 200 duty principals randomly selected by stratified technique from each of the three education zones of the state, Okigwe, Orlu, and Owerri. Fifteen (15) items questionnaire was the instruments for data collection and the instrument was validated by experts in Imo state University, Owerri. The questionnaire which recorded a reliability coefficient of 0.89 was administered face to face to 200 respondents by the researchers who also retrieved same. The data collected were analyzed with mean and standard deviation and null hypothesis were tested using the z-test statistics at 0.05 level of significance. Based on the results, the researchers made crucial recommendations that government and stakeholders in education should emphasize on managing teacher education and innovative reform agenda to enhance development of the nation.

scholarly journals Teacher Self-efficacy and Its Antecedents among Post Graduate Diploma in Teaching Trainees of Dilla University: Implications for Ethiopian Secondary School Teacher Education

2019 ◽  
pp. 1-18
Author(s):  
Alemayehu Habte
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Self Efficacy ◽  
Learning Performance ◽  
Professional Collaboration ◽  
Grade Point ◽  
Post Graduate ◽  
Efficacy Belief ◽  
And Behavior

The purpose of this study was to investigate the level of self-efficacy belief of Post Graduate Diploma in Teaching (PGDT) trainees of Dilla university and identify the factors that affect their belief with the intention of recommending possible improvement strategies to enhance effectiveness of the pre-service teacher education in program. To this end, descriptive survey design was employed because of its suitability for gathering data on attitudes, beliefs and predictions, behavior and experiences both in the past and the present. The study was conducted in Dilla University, Ethiopia on 2017 summer modality prospective graduates of Post Graduate Diploma in Teaching Program. From the total of 568 (161 Female & 407 male) prospective graduates who were attending the program, 112 trainees were selected as a sample using stratified random sampling technique. The results indicated that trainees have marginally average level of efficacy which suggested that they can have only ‘Some influence’ on their students’ learning performance and behavior. It was also found that attitude to teaching (β= .573, t=10.129, p<.01) was the biggest contributor to self-efficacy belief followed by teachers’ professional collaboration in secondary schools (β= .198, t= 5.276, p=.002) and in-campus training practice (β= .146, t=3.201, p<.05) respectively. In contrast to popular expectations, no significant mean difference was observed in trainees’ efficacy scores in terms of their Cumulative Grade Point Average. Based on these findings, it was concluded that trainees’ efficacy with regard to bringing desired impact on secondary school students’ achievement and behavior was not adequate and requires immediate attention. Hence, it was recommended that graduates should be given on-job training and teachers’ professional collaboration in Ethiopian secondary schools should be further strengthened with more emphasis on the affective dimension of the profession.

Influence of Classroom Teacher Practices on the Teaching and Learning Effectiveness in Secondary Schools in Tanzania: A Case of Selected Schools in Kilimanjaro By

2021 ◽  
Vol 9 (10) ◽  
pp. 1947-1963
Author(s):  
Joseph Lasway Angelista
Keyword(s):  
Teacher Education ◽  
Secondary Schools ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Teacher Practices ◽  
Classroom Teacher ◽  
Simple Random Sampling ◽  
Learning Effectiveness ◽  
Effective Teacher

The study focused on investigating the influence of classroom teacher practices on teaching and learning effectiveness in secondary schools. The study used a number of different psychological perspectives relating to the teaching and learning process in school classrooms such as behaviourism and constructivism ideas to establish the basis for effective teacher practices and characteristics in relations to teaching and learning process. A cross section survey and naturalistic design method was used to investigate the influences of teacher practices in selected secondary schools. A simple random sampling and automatic inclusion was used, and the selected sample was made up of 200 secondary school teachers, 10 of whom were heads of schools. The data collection process included interviews, classroom observation and questionnaire instruments. The findings indicated that the teaching and learning process is greatly influenced by teacher practices and characteristics. Teachers demonstrated little knowledge of teaching techniques and skills to improve teaching effectiveness and pupil learning. The study concludes that teaching and learning processes can be improved by providing teacher support and improving the quality of teacher education through professional development practices to update teacher skills. The study recommends that efforts should be made to improve instructional processes in schools in order to achieve the intended educational goals through different strategies such as seminars, workshops, improved In-service teacher Education at school, District and National levels.

scholarly journals Challenges of First Years of Teaching in Turkey: Voices of Novice EFL Teachers

2018 ◽  
Vol 11 (4) ◽  
pp. 117 ◽  
Author(s):  
Pinar Sali ◽  
Ilknur Kecik
Keyword(s):  
Teacher Education ◽  
Secondary Schools ◽  
Foreign Language ◽  
Novice Teachers ◽  
Data Sources ◽  
Classroom Observations ◽  
Structured Interviews ◽  
Stimulated Recall ◽  
Efl Teachers ◽  
Stimulated Recall Interviews

The present study aims to describe the challenges as perceived by novice teachers of English as a foreign language (EFL). The participants of the study were seven (7) novice EFL teachers in public primary and secondary schools in Turkey. The data sources include semi-structured interviews, diary entries, video-recorded classroom observations and stimulated recall interviews. The results, discussed in relation to pre-service and in-service teacher education, suggested that the novice EFL teachers started out their pedagogical journey amid competing and interacting challenges.

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