scholarly journals EXPLORING THE PRACTICES OF PEACE EDUCATION IN TEACHER TRAINING PROGRAMS AT HIGHER EDUCATION IN PAKISTAN

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Sufi Amin , Muhammad Kamran, Atif Altaf
Keyword(s):  
Teacher Training ◽  
Public Sector ◽  
Educational Research ◽  
Prospective Teachers ◽  
Peace Education ◽  
Teacher Educators ◽  
Training Programs ◽  
Department Of Education ◽  
Teacher Training Programs ◽  
Pre Service Teacher

This study was designed for introducing peace education in pre-service teachers training programs in Khyber Pakhtunkhwa, Pakistan. Peace education is more effective and significant, when implemented according to the social and cultural perspective and the requirements of a country. It should develop the cultural and spiritual principles together with the world-wide human principles. The objectives of the present study were to find out the current practices of peace education and to determine the need of peace education in pre-service teacher training programs. Quantitative approach was used in this study. The research design of this study was survey and descriptive. Descriptive and survey research design is a technique in which huge data of quantitative and qualitative nature both were collected and analysed. The population of the study was comprised of all teacher educators and prospective teachers of Institute of educational research and department of education in all public sector universities in KP. And sample of the study consisted of 278 teacher educators and prospective teachers of Institute of educational research and department of education in all public sector universities in KP. For this research study for data collection self-structured questionnaire was used. The research tools cover all the aspects of peace education with relevant for pre-service teachers education. Research tool was properly validated from the experts of Peace education. First questionnaire was consisted 35 items after validation it decreases to 20 statements. All the statements related to peace education in pre-service teacher training programs. While the reliability of the questionnaire was insured through test retest method. Research personally visited all the selected institutes and collected the data. Hence, it was quantitative study by nature. So, data was analysed through SPSS (Version, 20). Both descriptive and inferential statistic for example percentage and frequencies was used in the interpretation of the data. The data were presented.  

scholarly journals Peace Education Practices in Pre-Service Teacher Training Programs: and Analysis

2016 ◽  
Vol 12 (25) ◽  
pp. 323
Author(s):  
Sufi Amin ◽  
N. B. Jummani ◽  
Sheikh Tariq Mahmood ◽  
Khan Raziq ◽  
Muhammad Ayoob Khan Babar
Keyword(s):  
Teacher Training ◽  
Peace Education ◽  
Teacher Educators ◽  
Training Programs ◽  
Survey Method ◽  
Khyber Pakhtunkhwa ◽  
Teacher Training Programs ◽  
The Mean ◽  
Pre Service Teacher

This study was designed to investigate peace education in pre-service teacher training programs in Khyber Pakhtunkhwa, Pakistan. The objectives of the present study to find out :( a) to examine prevailing practices of peace education in pre-service teacher training programs in Khyber Pakhtunkhwa Pakistan. (b) To evaluate the views of teacher Educators regarding the need of peace education in pre-service teacher training programs in Khyber Pakhtunkhwa Pakistan. (c) To suggest way of integrating peace education in pre-service teacher training programs in Khyber Pakhtunkhwa Pakistan. Using Survey method the data were collected through questionnaire from 245 teachers using simple random technique. A questionnaire was developed to investigate the opinions of the participants of the study. The data was analyzed by using the mean score, frequency and percentage.

scholarly journals Educational Research Training in Teacher Training Programs: The Views of Future Teachers

2020 ◽  
Vol 14 (1) ◽  
pp. 76
Author(s):  
Haylen Perines
Keyword(s):  
Teacher Training ◽  
Educational Research ◽  
Teacher Educators ◽  
Training Programs ◽  
Research Training ◽  
Limited Participation ◽  
Teacher Student ◽  
Research Activities ◽  
Teacher Training Programs ◽  
Participation In Research

The objectives of this study were to explore teacher student’s views on the research training they receive and know their suggestions for improving it. This was a qualitative study conducted on students in the teacher training programs of a Chilean public university who were distributed into nine focus groups. The findings showed that the students have a rather critical view about the training they receive, particularly due to the lack of continuity of research-related courses and their limited participation in research activities. Regarding how to improve their training, the students suggest providing one research-related course each year, having researchers as teachers, and giving greater visibility to the educational research produced within their university. The study concludes that it is important to promote participation in educational research and that university teacher educators and the entire university community must adopt a broad-ranging view on this subject.

Post-method Pedagogy in Moroccan EFL Classrooms: Public High Schools in Meknes City as a Case

2019 ◽  
Vol 6 (1) ◽  
pp. 71-93
Author(s):  
Mohamed Aymane Sbai
Keyword(s):  
High School ◽  
Teacher Training ◽  
High School Teachers ◽  
Prospective Teachers ◽  
Training Programs ◽  
Classroom Research ◽  
School Teachers ◽  
Teacher Training Programs ◽  
Conventional Methods ◽  
Pre Service Teacher

The ultimate goal of this paper is to investigate the pedagogical views and attitudes of Moroccan high school teachers towards Method-based pedagogy. It attempts to investigate the extent to which teachers are satisfied with and committed to conventional methods. Also, the paper aims at investigating the alternative practices teachers are more likely to resort to in order to compensate for the limitations of conventional methods. In addition to this, a further objective of this study is to investigate the extent to which pre-service teacher training programs in Morocco are aware of the challenges of the post-method era. This is measured through their awareness of the requirements of the post-method era and the extent to which teacher trainers concern themselves with equipping the prospective teachers with the necessary skills to be reflective researchers and responsibly eclectic teachers. In this respect, the data collection instruments opted for in the present study ranged from quantitative to qualitative in nature. The findings reveal that the vast majority of Moroccan high school teachers (P=78%) are dissatisfied with conventional methods and - (P=96%) of them- are not committed to one or two teaching methods. The vast majority report that they resort to an eclectic approach to language teaching due to the impracticality and inflexibility of the established methods. Most teachers (P=80%) admit that they use a random eclecticism as they rely mainly on their intuitive rather than principled judgments. In this regard, interviews with teacher trainers and supervisors also reveal that pre-service teacher training programs in Morocco limit themselves only to training the prospective teachers to use methods and approaches without training them to be responsibly eclectic. The findings also show that the majority of teachers do, to some extent, know about classroom research; however, they - (P=72%) of them- have never conducted it inside their classrooms. The teachers (P=57%) attribute this to the lack of financial support and to the fact that they are not well-trained to conduct research inside their classrooms. Finally, the results of this study imply many suggestions of which we mention: the introduction of a post-method pedagogy in the Moroccan pre-service teacher training programs, equipping teachers with the methodological tools necessary as well as supporting them financially to conduct classroom-research for the purpose of constructing teaching methodologies that suit the needs to the very specific students and contexts within which they work.

Instructional Technology and Meaningful Learning

2018 ◽  
pp. 44-67 ◽  
Author(s):  
Esther Ntuli ◽  
Arnold Nyarambi
Keyword(s):  
Teacher Training ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Training Programs ◽  
New Technology ◽  
Pedagogical Practices ◽  
Pedagogical Strategies ◽  
Technology In Teaching ◽  
Teacher Training Programs

The use and importance of technology in teaching and learning processes is well established in teacher training programs and teaching literature; however, integration of technology in meaningful ways remains a challenge. For teacher candidates to be able to effectively integrate technology in the classrooms, they need to experience meaningful technology pedagogical practices during teacher training. This chapter synthesizes well-established and relatively new technology pedagogical strategies that could be used with teacher candidates. The aim is to provide a summary of research-based strategies for teacher educators interested in improving technology integration in their teacher training programs.

scholarly journals Prospective Teachers’ Views on Courses for Culturally Responsive Pedagogy

2019 ◽  
Vol 8 (2S3) ◽  
pp. 1435-1439
Keyword(s):  
Teacher Training ◽  
Prospective Teachers ◽  
Prospective Teacher ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Training Programs ◽  
Culturally Responsive Curriculum ◽  
Growing Body ◽  
Teacher Training Programs ◽  
Responsive Pedagogy

While there is a growing body of researches on culturally responsive curriculum, nonetheless, the efficacy of culturally responsive curriculum courses for prospective teacher in preparing these soon-to-be teachers to teach culturally responsive have not been examined thoroughly especially from the perspectives of these teachers. This study was undertaken to fill these gaps and to improve understandings of culturally responsive curriculum. Furthermore, it is hoped that the outcomes of this study could potentially help teacher training programs to understand their effectiveness in training teachers for implementing culturally responsive pedagogy and further improve their programs

scholarly journals Pre-service Teacher Training Programs in the Philippines: The Student-teachers Practicum Teaching Experience

EFL Journal ◽  
2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Mark Bedoya Ulla
Keyword(s):  
Teacher Training ◽  
Classroom Management ◽  
Student Teachers ◽  
Training Programs ◽  
Teaching Experience ◽  
Private University ◽  
The Philippines ◽  
Teaching Resources ◽  
Teacher Training Programs ◽  
Pre Service Teacher

Pre-service teacher training is one of the most important aspects of every teacher’s education curriculum as it prepares student-teachers to become qualified teachers in the future. This paper explored the pre-service teacher training programs in the Philippines through the practicum experience of the 21 junior and senior BSEd and BA English student-teachers from a private university in Mindanao, Philippines. Data were taken from classroom observations, group interview, and modified questionnaire. The findings revealed that there was a different standard policy of pre-service teacher training programs for BSEd and BA English. While BSEd-English concentrated on developing professional teachers for secondary schools, BA-English focused on developing not just teachers but professionals with exceptional communication skills. The student-teachers also reported some challenges in practicum teaching; classroom management, teaching confidence, and lack of teaching resources. Some solutions to overcome the challenges were suggested.

scholarly journals The Usage Level of Time-Saving Measurement and Evaluation Techniques in Teacher Training Programs

2019 ◽  
Vol 12 (10) ◽  
pp. 123
Author(s):  
Mustafa Kılınç
Keyword(s):  
Teacher Training ◽  
Prospective Teachers ◽  
Training Programs ◽  
Education Faculty ◽  
Paper Test ◽  
Time Saving ◽  
Teacher Training Programs ◽  
Measurement And Evaluation ◽  
Usage Level ◽  
Evaluation Techniques

The aim of this study is to explore the level of use of timesaving measurement and evaluation techniques in pre-service teacher training. The research is designed and conducted as a descriptive survey. 200 teacher candidates studying in seven different teacher education programs conveniently sampled from the education faculty located in the Mediterranean region of Turkey. The data was collected through the inventory developed by the researcher. The data analyzed with pairwise and multiple comparison techniques. The study revealed that the instructors at the education faculty were using time-saving measurement and evaluation techniques in their courses at a moderate level. These techniques were mostly used the by pre-school education, and least used in the department of mathematics education. The most commonly used time-saving measurement and evaluation technique in all teacher training programs was the Advantage/Disadvantage Listing Technique. The least-used technique was One Minute Paper Test. The prospective teachers’ opinions did not differ according to their gender. Findings have been discussed in terms of teacher qualifications on the relative to current literature.

scholarly journals Approaches to Evaluation: in Pursuit of Appropriacy For EFL Pre-Service Teacher Training Programs in Indonesia

2018 ◽  
Vol 1 (3) ◽  
pp. 51
Author(s):  
Didin Nuruddin Hidayat
Keyword(s):  
Teacher Training ◽  
Training Programs ◽  
Effective Teacher ◽  
Evaluation Approach ◽  
Social Agenda ◽  
Efl Teacher ◽  
Teacher Training Programs ◽  
Efficient Program ◽  
Pre Service Teacher

Evaluation has the potential to support the improvement of education as well as its specific programs, products, and materials. Also, evaluation can uncover the relevance, effectiveness, and efficiency of an education program.  Another potential role of evaluation is that it can identify areas for improvement, which further can help develop a more efficient program in the future. The present study seeks to investigate the most appropriate approach to evaluation for the EFL pre-service teacher training programs in Indonesia. Numerous potential approaches were identified and discussed: Pseudoevaluations, Questions Methods-Oriented, Improvement Accountability, and Social Agenda/Advocacy. The present study argues that the Improvement/Accountability Approaches are the most suitable evaluation approach to apply to the pre-service EFL teacher training programs in Indonesia, due to its strength in the philosophical stance that fits with the Indonesian context. Also, the purpose of the evaluation and the various types of informants offer by the approach add to the appropriacy. The study may provide significant contributions to better design more effective teacher training programs, which will lead to producing more qualified graduates

Meeting the Needs of Rural Teachers of Visually Impaired Students

1987 ◽  
Vol 81 (5) ◽  
pp. 204-209 ◽  
Author(s):  
M.J. Bina
Keyword(s):  
Teacher Training ◽  
Visually Impaired ◽  
Training Programs ◽  
Rural Teachers ◽  
Sense Of Humor ◽  
Itinerant Teachers ◽  
Teacher Training Programs ◽  
Visually Impaired Students

A survey of itinerant teachers in Texas found that, despite the numerous shortcomings of the job, the respondents believed there were many advantages. The respondents further identified the much needed ability to adjust to change, to put things in perspective, to modify their expectations, and to exercise a healthy sense of humor. This article details these shortcomings and advantages, suggests strategies for overcoming obstacles, and discusses the implications of the findings for administrators of schools and personnel of teacher-training programs.

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