scholarly journals Self-Directed Learning Through Computer-Aided Mathematics Instruction: First-Year Teacher Education Experience

2021 ◽  
Vol 11 (3) ◽  
pp. 79
Author(s):  
Folake Modupe Adelabu ◽  
Abongile Ngwabe ◽  
Jogymol Alex
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Mathematics Instruction ◽  
First Year ◽  
Education Students ◽  
Self Directed Learning ◽  
First Year Teacher ◽  
Computer Aided ◽  
Directed Learning ◽  
Teacher Education Students

Objective: The study investigates first-year teacher education students’ self-directed learning through Computer-Aided Mathematics Instruction (CAMI).Methods: A total of 230 first-year mathematics teachers specialising in Further Education and Training (FET) phase teaching participated in the study, where responses from 50 student teachers were purposively and conveniently selected to report on in this paper. A qualitative research method approach was used and open–ended questionnaires were utilised to collect the data for first-year teacher education students’ self-directed learning. The questionnaires were analysed using descriptive data analysis.Results: Results of the study revealed that CAMI was used to monitor students’ learning, the time the learning takes place, the performance of the student within the duration of time, and to evaluate student performance. The results also revealed the skills that characterised self-directed learning and active learning where the student teachers were motivated to learn more and to solve difficult problems in mathematics.Conclusions: The study recommends technology integration, such as CAMI, in teacher education and teaching and learning in the Higher Education Institutions (HEIs), to promote self-directed learning and support effective learning for future learners.

scholarly journals Learning Styles & Academic Performance of Teacher Education Students

2021 ◽  
pp. 86-96
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Academic Success ◽  
Learning Styles ◽  
Learning Style ◽  
P Value ◽  
First Year ◽  
Education Students ◽  
First Year Teacher ◽  
Teacher Education Students

Individual differences can be attributed to learning styles across students. It is the goal of this research to determine the students’ preferred learning styles and how well they performed academically. This study is a descriptive-correlation method of research on the learning style and academic performance of teacher education students. The results revealed that: First-year teacher education students have varied learning styles with social learning style as the most dominant. This implies that the first-year teacher education students prefer to learn in groups or with other people; The rating of the first-year teacher education students ranges from 1.6-2.0 which is equivalent to “very good” in the adjectival rating based on the grading system of the university, and The correlation analysis using the Pearson’s Product Moment Correlation of Coefficient result to a p-value which is greater than the level of significance (0.05) for all learning styles which means that there is no correlation between students' chosen learning techniques and their academic success.

Scripting Computer-Supported Collaborative Learning

2010 ◽  
pp. 180-194 ◽  
Author(s):  
Päivi Häkkinen ◽  
Maarit Arvaja ◽  
Raija Hämäläinen ◽  
Johanna Pöysä
Keyword(s):  
Knowledge Construction ◽  
First Year ◽  
Future Prospects ◽  
Computer Supported Collaborative Learning ◽  
Education Students ◽  
Web Based ◽  
First Year Teacher ◽  
University Course ◽  
Teacher Education Students

In this chapter, we will present a review of theoretical and empirical analyses of Web-based collaboration processes used during a scripted university course. The results refer to a design-based study that involved first-year teacher-education students (N = 30) studying pedagogy over a period of three months. The intervention involved structuring the subjects’ collaborative actions with three different pedagogical scripts. According to the findings, the scripts guided students’ activities by helping them find resources for knowledge construction and work together through a series of steps. However, there were variations among groups in terms of quality of collaboration, and the students mostly cumulatively shared or constructed knowledge from similar perspectives. On the basis of the challenges raised in the SCORE and related studies, future prospects are outlined for the design of flexible pedagogical scripts.

Teacher Education Courses : Improving the educational opportunities of Aboriginal and Torres Strait Islander people

1986 ◽  
Vol 14 (1) ◽  
pp. 41-47 ◽  
Author(s):  
P. Watsford
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Educational Opportunities ◽  
Education Students ◽  
Torres Strait Islander People ◽  
James Cook ◽  
The Past ◽  
Torres Strait ◽  
Education Courses ◽  
Teacher Education Students

A dramatic increase in the number of Aborigines and Torres Strait Islanders undertaking teacher education courses in Colleges of Advanced Education and Universities has occurred over the past ten years. In 1976 it was estimated that there were approximately 59 Aboriginal Teacher Education students throughout Australia (Anderson § Vevoorn, 1983:122). Today, in one institution alone - James Cook University - there are almost double this number. It is estimated that there were approximately 400 Aboriginal/Islander student teachers in 1985.

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