scholarly journals An Error Analysis of English Paragraphs Written by First Year Debre Markos College Teacher Education Students: A Discourse Analysis Perspective

2019 ◽  
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Error Analysis ◽  
First Year ◽  
Education Students ◽  
College Teacher ◽  
Debre Markos ◽  
Teacher Education Students

Transcending gender dichotomy through art teacher education in Zimbabwe

2022 ◽  
Vol 18 (1) ◽  
pp. 33-49 ◽  
Author(s):  
Dairai Darlington Dziwa ◽  
Louise Postma ◽  
Louisemarié Combrink
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Education Students ◽  
Art Teacher ◽  
Visual Narratives ◽  
Visual Discourse ◽  
Critical Awareness ◽  
Art Teacher Education ◽  
Study Participants ◽  
Teacher Education Students

Zimbabwe is a patriarchal society characterized by gender dichotomy and male domination that permeates through social, educational and domestic spheres resulting in numerous challenges for art teacher education students. Expanding critical consciousness within art teacher education programmes is an imperative step towards developing art teachers who are self-aware and reflexive concerning the intersections of gender, art and education. This study investigated how engagement with visual art can provoke a heightened critical awareness about gender bias, stereotyping and equity among Zimbabwean art teacher education students. Sixteen selected art teacher education students (eight males and females) at the Great Zimbabwe University participated in the study. Participants were guided by researcher-constructed prompts for purposes of image making, interpretation and dialogue. Visual discourse analysis of the students’ visual narratives and discourse analysis of focus group transcriptions revealed several themes as well as evidence of critical reflection and expanded critical awareness related to gender issues. Visual and dialogic methods offer promise for critical engagement and reconciliation of tensions surrounding issues of gender amongst art teacher education candidates.

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.

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.

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