scholarly journals The Effects of Training on Pre-school Teachers Practices in Oyo State, Nigeria

2012 ◽  
Vol 2 (5) ◽  
pp. 25 ◽  
Author(s):  
Esther Oduolowu ◽  
Fatimah Ayodele Oyesomi
Keyword(s):  
Teaching Practices ◽  
Teaching Method ◽  
Early Years ◽  
National Commission ◽  
Colleges Of Education ◽  
School Teachers ◽  
Women's Associations ◽  
Nursery Schools ◽  
Hands On ◽  
Descriptive Survey

The survey of daycare and nursery schools in Nigeria conducted by National Commission for Colleges of Education in 2004 revealed that teachers are not trained for this level of education and most early years programmes are managed by people who have never been in the classroom. Because of this, Federation of Muslim Women’s Associations in Nigeria (FOMWAN), organized series of training for teachers of pre-schools to improve their quality on child development curriculum interpretation, teaching method and evaluation techniques. This study therefore investigated the teaching practices of those preschool teachers exposed to the training in Ibarapa East Local Government Area of Oyo State. It adopted the descriptive survey research design. Thirty two pre-school teachers participated in the study. Two instruments titled “Pre-school Teachers Teaching Practices Questionnaire” (PTTPQ) and “Pre-school Teachers Observation Schedule” (PTOS) were used to gather relevant data. Findings of the study revealed the pre-school teachers used teacher-centred method of teaching with few materials provided. It was also revealed that the pre-school teachers used the new curriculum but did not encourage hands-on activities in learning the content of the curriculum. Among others, it was recommended that trained pre-school teachers should be recruited to teach in the pre-schools and workshops should be organized to train and re-train those on the job regularly on pedagogy.

scholarly journals The reality of using Islamic Sciences secondary school teachers Collaborative websites in the secondary schools in their teaching practices، and a proposal to activate it: واقع توظيف معلمات العلوم الشرعية بالمرحلة الثانوية لمواقع الويب التشاركية في ممارساتهن التدريسية، وتصور مقترح لتفعيلها

2019 ◽  
Vol 3 (32) ◽  
Author(s):  
Mona Shabab Elmetarey
Keyword(s):  
Secondary School ◽  
Teaching Practices ◽  
Secondary School Teachers ◽  
Educational Process ◽  
Survey Method ◽  
Average Score ◽  
School Teachers ◽  
Secondary Stage ◽  
Third Dimension ◽  
Descriptive Survey

  The present study aimed to investigate the reality of employing the teachers Islamic Sciences at the secondary stage of the Collaborative websites in their teaching practices, and to visualize a proposal to activate it. The study followed the descriptive Survey method. A questionnaire was applied to a sample of (206) teachers of Islamic Sciences in the secondary stage in Riyadh. The results of the study found that the degree of employment of Islamic Sciences teachers in the secondary stage of the participatory websites as a whole came in a medium degree with an average of (2.71),the study reached the first dimension was: YouTube ranked first with an average of (3.09) with a (medium) approval, while the fourth dimension was: Tweet The third dimension was: blogs ranked third with an average score of (2.60) with a (weak) approval level. The second dimension: wikis came in last place with an average of (2.53) With a low approval level. The study also presented a suggested proposal for activating Collaborative websites in the educational process.    

scholarly journals Digitization of Educational Technology Centres for Teaching Electrical and Electronics Technology in Colleges of Education in North Eastern Nigeria

2018 ◽  
Vol 7 (3) ◽  
pp. 199-207
Author(s):  
Dauda Moses ◽  
Nasiru Bello Mohammed ◽  
Amos Danlami Agbu ◽  
Lumo Adams Gainaka
Keyword(s):  
Educational Technology ◽  
Goodness Of Fit ◽  
National Commission ◽  
Colleges Of Education ◽  
School Students ◽  
Chi Square ◽  
Public School Students ◽  
North Eastern ◽  
Chi Square Test ◽  
Descriptive Survey

Abstract The purpose of this study was to assess the level of digitization of Educational Technology Centres for teaching electrical and electronics technology in Colleges of Education in North Eastern Nigeria in order to provide information that will help solve problems of incompetence of public school students in Information and Communication Technology (ICT). The study, guided by two research questions and two hypotheses was conducted in six Colleges of Education in North Eastern Nigeria using descriptive survey research design. The sample of the study was 50 comprising of 15 non-teaching Educational Technology Centres staff and 35 Electrical and Electronics Technology lecturers from five colleges of education in North Eastern Nigeria. Checklist containing 103 expected digital facilities based on National Commission for Colleges of Education (NCCE) minimum standard for Educational Technology Facilities in Colleges of Education in North Eastern Nigeria was used as instrument for data collection. Respondents were required to fill in observed facilities in the required column. Arithmetic percentage and Chi–square test of goodness-of-fit and were used determine the extent of digitization of the Educational Technology Centres in Colleges of Education in North Eastern Nigeria. Findings of the study revealed among others that analog technologies has higher number of frequency counts compared to digital technologies, hence there was low digitization of hardware facilities in Educational Technology Centres in Colleges of Education in North Eastern Nigeria. The study therefore concluded that Educational Technology Centres in Colleges of Education in North Eastern Nigeria were not digitized for instructional purposes; therefore, Government should digitize Educational Technology Centres in Colleges of Education in North Eastern Nigeria by adequately providing both digital hard and soft ware facilities.

scholarly journals Montessori’s Children’s Houses in Calabria at the beginning of the twentieth century in the Historic Archive of the ANIMI

2021 ◽  
Vol 8 (2) ◽  
pp. 97-107
Author(s):  
Brunella Serpe
Keyword(s):  
Teaching Method ◽  
Early Years ◽  
Innovative Teaching ◽  
Small Communities ◽  
Social Question ◽  
Positive Effects ◽  
Nursery Schools ◽  
The Social ◽  
Montessori Method ◽  
Set Up

The birth of Montessori’s Case dei Bambini (“Children’s Houses”) and the adoption of her innovative teaching method constitute an interesting chapter in the renewal of educational practices in Italy in the early years of the 20th century. Spreading from North to South, the biggest impact was felt where the social question was most acute. Milan, Rome and Città di Castello (the location of the Villa Montesca belonging to Leopoldo Franchetti and his wife Alice Hallgarten), together with very small communities such as those of Ferruzzano and Saccuti in the province of Reggio Calabria, were ideal contexts in which to test the assumptions of Maria Montessori’s approach to pedagogy. Specifically, this paper examines the experience of the Children’s Houses and nursery schools set up in Calabria by the Associazione Nazionale per gli Interessi del Mezzogiorno d’Italia (ANIMI, the National Association for the Interests of the Italian Mezzogiorno). The use of partly unpublished materials kept in the Association’s Historic Archive makes it possible to reconstruct the enthusiasm for the Montessori method of some teachers who were not from Calabria and to assess its positive effects on the children, who were among the country’s most neglected, often condemned to a series of privations. 

scholarly journals Online dental teaching practices during the COVID-19 pandemic: a cross-sectional online survey from China

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Zhiwei Jiang ◽  
Danji Zhu ◽  
Jialu Li ◽  
Lingfei Ren ◽  
Rui Pu ◽  
...  
Keyword(s):  
Teaching Methods ◽  
Teaching Practices ◽  
Online Survey ◽  
Teaching Method ◽  
Dental Education ◽  
Dental Students ◽  
Resident Physician ◽  
Physician Training ◽  
Cross Sectional ◽  
Case Based Learning

Abstract Background Coronavirus disease 2019 (COVID-19) emerged in China in December 2019. The COVID-19 pandemic hindered dental education, as school buildings were closed. Online dental teaching provided an alternative teaching tool for dental education. However, the efficiency of online dental teaching and student preferences for online dental teaching are unclear. Aim To investigate the satisfaction with online dental teaching practices among undergraduate dental students and standardized resident physician training students during the COVID-19 pandemic in China. Methods A total of 104 undergraduate dental students and 57 standardized resident physician training students from Zhejiang University participated in the study. A 12-item survey was conducted. This investigation included the teaching methods received, frequency of classes, degree of satisfaction, preferred teaching method, whether to participate in a course regarding COVID-19 prevention, and the effects of teaching. The percentages were then calculated and evaluated for each item. Results A total of 161 students (104 undergraduate dental students and 57 standardized resident physician training students) participated in this survey. All students had online dental classes during the COVID-19 pandemic. Lecture-based learning (LBL), case-based learning (CBL), problem-based learning (PBL), team-based learning (TBL), and research-based learning (RBL) were selected as teaching methods. Students were more satisfied with LBL and CBL than PBL, RBL, and TBL. The majority of students had more than four classes per week. The most selected protective measures were hand washing, wearing masks, and wearing gloves. A total of 46.6% of students participated in courses on COVID-19. After training, the students consciously chose to wear face shields and protective clothing. Conclusions Dental students accepted online dental learning during the COVID-19 pandemic. Students preferred LBL and CBL and were satisfied with the classes. Courses on COVID-19 helped students understand how to prevent COVID-19 transmission in the dental clinic.

scholarly journals HANDS-ON OPTICS TRAINING COURSES FOR SCHOOL TEACHERS

2009 ◽  
Author(s):  
Manuel F. M. Costa ◽  
José B. Vazquez-Dorrio
Keyword(s):  
School Teachers ◽  
Hands On ◽  
Training Courses

scholarly journals Embracing the flipped classroom: the planning and execution of a faculty workshop

2018 ◽  
Vol 42 (4) ◽  
pp. 648-654 ◽  
Author(s):  
Chaya Gopalan ◽  
Georgia Bracey ◽  
Megan Klann ◽  
Cynthia Schmidt
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Faculty Members ◽  
Teaching Approach ◽  
Student Centered ◽  
Hands On ◽  
Survey Results ◽  
Faculty Workshop

A great deal of interest has emerged recently in the flipped classroom (FC), a student-centered teaching approach. After attending a presentation by the first author on the FC, a faculty member of a medical school in Mexico arranged for a 3-day workshop for 13 faculty members. The goal of the workshop was to train faculty to use the FC strategy in their classrooms to increase student engagement in learning. The workshop was in the FC style, where the participants would assume the role of students. Pre- and posttraining surveys were administered to examine participants’ current teaching practices and to evaluate their perceptions of the FC. The participants overwhelmingly reported the need to change their lecture-based teaching, as it was not engaging students. Their large class size, lack of technology, training, and uncertainty of the effectiveness of new teaching methods had hindered participants from changing their teaching technique. The on-site training not only allowed the entire department to work closely and discuss the new teaching approach, but also reinforced the idea of changing their teaching strategy and embracing FC teaching method. After the workshop, participants reported being determined to use the FC strategy in their classrooms and felt more prepared to do so. The post-survey results indicated that participants valued the FC training in the flipped style and wanted more of the hands-on activities. In conclusion, the 3-day faculty workshop on the FC was successful, since every participant was motivated to use this teaching method.

scholarly journals Didaktisk diskussion om barnträdgårdslärares möjligheter att arbeta med matematik i finländsk småbarnsfostran

2013 ◽  
Vol 6 ◽  
Author(s):  
Camilla Björklund
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Practice ◽  
Early Years ◽  
School Teachers ◽  
Learning And Teaching ◽  
Childhood Education ◽  
School Activities ◽  
Starting Point ◽  
New Research

Title: Didactical discussion on pre-school teachers’ prerequisites for working with mathematics in Finnish early childhood educationAbstract: Finnish teachers encounter an increased focus on learning aspects and a revised legislation strengthens teachers’ professional role for early learning, which also has impact on pre-school teachers’ work in early childhood education (children 0–5 years). The paradigm in early childhood education in recent years emphasizes development, learning and teaching. Mathematics is one content area that has been given a lot of attention in Nordic discussions on education for early years. However, the Finnish national curricula and guidelines for early childhood education give limited support for developing stimulating and goal-oriented educational practice in so called academic fields of knowledge, for example mathematics. This article aims at pointing at some of the prerequisites for working with mathematics in Finnish early childhood education in relation to new research on mathematical development and didactics suitable for early childhood education. Three authentic examples of traditional pre-school activities with toddlers are taken as a starting point for the didactical discussion.

scholarly journals The Process of Inquiry-Based Teaching Practices from the Perspective of Prospective Mathematics Teachers

2020 ◽  
Vol 10 (3) ◽  
pp. 1-33
Author(s):  
Rabia Sarıca ◽  
Bayram Çetin
Keyword(s):  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Teaching Practices ◽  
Teaching Method ◽  
Real Life ◽  
Research Process ◽  
Structured Interviews ◽  
Application Process ◽  
3Rd Grade

AbstractIntroduction: Inquiry-based teaching is a constructivist-based method that has become popular in recent years. In this method, students work in a systematic way like a scientist during the research process, actively participate in the learning process, solve problems and learn in practice. The aim of this study is to reveal the opinions of prospective teachers about inquiry based teaching practices.Methods: The study was designed in a qualitative research design. The participants of the study are primary mathematics teacher candidates. Data were collected through semi-structured interviews conducted face-to-face with the students. The data were analyzed using content analysis. The findings obtained from the analysis of the prospective teachers’ views were presented with the relevant themes and codes under the titles.Results: Some of the findings of the prospective teachers’ opinions about the process in which inquiry-based teaching method is applied are as follows. It provides permanent learning, is suitable for real life, develops skills such as research, problem solving, leadership, motivates and gives experience to the profession, is learned actively by doing and experiencing in the process, unexpected difficulties are encountered, the traditional method is easier, not suitable for every course, the lecturer should give more feedback and guidance, communication and coordination in group work is required.Discussion: Prospective teachers stated many positive opinions about the process in which the course content was taught using inquiry-based method. It can be said that the application process positively influences the practical knowledge and skills of teacher candidates. However, it is seen that some prospective teachers find the process tiring and time consuming. It is understood that teacher candidates have intense concerns about Public Personnel Selection Examination (KPSS) and this affects the process. KPSS is a test in Turkey for prospective teachers where they should get enough points to be appointed as teachers after graduation. Although the participants of this study are 3rd grade prospective teachers and they take the KPSS exam after graduation; it is understood that KPSS affects them and their motivation.Limitations: This research is limited to the measurement and evaluation course and to the 3rd grade mathematics teacher candidates who are the participants of this study.Conclusions: Prospective teachers mostly have positive opinions about the inquiry-based teaching process. It can be said that it would be beneficial to use this method in teacher education.

scholarly journals Nursery School Cooperation with the Family in the Field of Media Education in Children

2021 ◽  
Vol 11 (2) ◽  
pp. 83-98
Author(s):  
Vladimíra Kocourková ◽  
Kamil Janiš ◽  
Veronika Woznicová
Keyword(s):  
Nursery School ◽  
Subject Area ◽  
Media Education ◽  
Negative Consequences ◽  
Specific Topic ◽  
School Teachers ◽  
Nursery Schools ◽  
Research Survey ◽  
The Family ◽  
The Individual

Abstract Introduction: The paper focuses on a narrowly specific topic of the family cooperation with an institution of pre-school education - the nursery school (or also just the nursery), concentrating on a specific topic of “media education”. It considers the determining factors and presents partial findings of a research survey aimed at the field of media education in nursery schools. Methods: The paper contains the results of our own questionnaire research, which was carried out online in nursery school teachers. It also contains a theoretical definition of media literacy and media education in the context of the target group. Results: The result is an analysis of the obtained findings and formulated proposals for measures in the given field, which are usable and applicable in practice. Discussion: The individual presented results are continuously discussed with regard to the findings from the field of media education in the nursery school. Today, the world of the media is a common part of life even for children of pre-school age, and therefore it is necessary to teach them to orient themselves in it, which should be one of the tasks of the nursery school. In the Czech Republic, this issue has not yet been addressed at a significant level or to an appropriate extent. Our results are therefore closely linked not only to the discussion comments, but also to the conclusions drawn from them. Limitations: The results of the empirical research may be influenced by the attitudes and prejudices of nursery school teachers in relation to media in pre-school children. Conclusion: An early intervention can teach children to use media for their benefit and prevent media from negatively affecting them. The negative consequences of unrestrained effects of e.g. the television or mobile phones have been empirically proven. This information about the negative consequences is very general, distorted or superficial for the general public (parents), though. We consider the implementation of media education into the “teaching” process in nursery schools to be inevitable, even with regard to a closer cooperation between the institution and parents. However, this also places increased demands on training pedagogical staff in nursery schools in the subject area, creating methodological materials, etc.

scholarly journals Perceptions of academics in Nigerian higher education institutions on graduate attributes in computing disciplines that are desirable for employability and entrepreneurship in Nigeria

2021 ◽  
Vol 8 (1) ◽  
pp. 019-027
Author(s):  
Bashiru Lawal ◽  
Aliyu S. Rafi ◽  
Bashir Idris ◽  
Agunlejika Aderogba Joseph
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Colleges Of Education ◽  
Graduate Attributes ◽  
Leadership Quality ◽  
The North ◽  
Related Discipline ◽  
Innovative Thinking ◽  
Development Support ◽  
Descriptive Survey

This study sought to determine the computing disciplines’ graduate attributes that are perceived as most important by academics of Nigerian Higher Education Institutes (HEIs) to make graduates in computer related disciplines desirable to potential employers and entrepreneurship in Nigeria. The descriptive survey research design was adopted. One hundred and Fifty (150) academic staff of computer related disciplines across the HEIs (Universities, Polytechnics and Colleges of Education) in the North-Western Nigeria were screened and used through convenience random and purposive sampling methods. The Computing Disciplines’ Graduate Attributes Scale (CDGAS) (r = 0.90) was the research instrument used in gleaning the field data. Three research questions were raised and one hypothesis formulated, tested and analyzed using Pearson Product Moment Correlation (PPMC). The findings revealed that effective communication skills, leadership quality, collaboration and teamwork, lifelong learning skills, cognitive ability and practical skills, ability to apply knowledge to solving theoretical and practical problems creativity and innovative thinking are the most important computing discipline’ graduate attributes that are desirable for graduate employability and entrepreneurship in Nigeria. Also, result from hypothesis testing showed no significant relationship between computing discipline graduate attributes desirable for employability and that of entrepreneurship in Nigeria (r = 0.622; P < 0.05). Conclusively, the study recommended that career development support efforts should be included in the curriculum, which will focus on helping prospective graduate in computing related discipline on how graduate attributes can hinder or increase their employability and entrepreneurship strengths.

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