Exploring the Perceived Causes and Management of Challenging Behavior in Namibian and Ghanaian Schools

2021 ◽  
Author(s):  
Morgan Chitiyo ◽  
Felix K. Kumedzro ◽  
Simon G. Taukeni ◽  
Argnue Chitiyo ◽  
Siddiq Ahmed ◽  
...  
Keyword(s):  
Teacher Training ◽  
Environmental Factors ◽  
Challenging Behavior ◽  
Training Programs ◽  
Challenging Behaviors ◽  
Physical Punishment ◽  
Evidence Based ◽  
Teacher Training Programs ◽  
The Relationship ◽  
Home And School

Abstract Since challenging behaviors are present in classrooms, it is imperative to understand how teachers acknowledge and respond to these unwanted actions within their schools. The overarching purpose of this study is to understand schoolteachers' perspectives on the causes of students' unwanted behaviors and their responses in the classroom. The study was also designed to explore schoolteachers' perspectives on the relationship between the students' challenging behavior and disability. A total of 1,056 Ghanaian (n = 502) and Namibian (n = 554) schoolteachers were surveyed to identify their understanding of causes of their students' challenging behavior and how they addressed the behaviors. Results of the study indicated that the teachers perceived challenging behavior as related to discipline and not disability. Most teachers also believed that both home and school environmental factors influenced challenging behavior. Furthermore, most schoolteachers from both countries did not believe that physical punishment was an effective way to address challenging behavior and did not support its use in schools. Teacher training programs in both countries need to emphasize the use of evidence-based proactive strategies to address students' challenging behavior in order to minimize the use of punitive strategies such as physical punishment.

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.

Public School and University Teacher Training Programs for Behaviorally Disordered Children: Are They Compatible?

1980 ◽  
Vol 5 (3) ◽  
pp. 151-155 ◽  
Author(s):  
Kenneth Kavale ◽  
Alfred Hirshoren
Keyword(s):  
Public School ◽  
Teacher Training ◽  
Training Programs ◽  
Behavior Disorder ◽  
Theoretical Models ◽  
School Behavior ◽  
Behaviorally Disordered ◽  
School Programs ◽  
Teacher Training Programs ◽  
University Teacher Training

The findings from a survey of public school programs for behaviorally disordered children are presented suggesting that a majority considered their theoretical focus to be behavioral. If a majority of university teacher-training programs in behavior disorder also consider their primary theoretical focus to be behavioral as previous research suggested, then the two would appear to complement each other. Another portion of the survey, however, indicated that the pragmatic approaches to treatment found in public school behavior disorders programs cover techniques reflecting a wide variety of theoretical models. Consequently, there exists a mismatch which prevents maximum effectiveness in both teacher training and service delivery for behaviorally disordered children. It was concluded that university teacher training programs should reflect a more eclectic stance by carefully synthesizing assorted theoretical components into a composite which meets the diverse pragmatic demands of public school programs for behaviorally disordered children.1

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.

Language Students' Training as Future Teachers

2019 ◽  
pp. 169-187
Author(s):  
Diana Presadă ◽  
Mihaela Badea
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Educational Reform ◽  
Education System ◽  
Training Programs ◽  
Language Teachers ◽  
Content Structure ◽  
Educational Aims ◽  
Higher Education System ◽  
Teacher Training Programs

The purpose of the chapter is to show to what extent university-based teacher training programs reflect the new educational standards required by the reform applied to the Romanian higher education system. Specifically, it attempts to analyze the relevance of the curriculum that forms the basis of the language teachers' preparation focusing on its content, structure, and educational aims and purposes. It also tries to highlight the degree to which such programs meet not only learners' needs but also the ones of today's society. Last but not least, the study aims to identify what elements resulted from the Romanian educational reform could be useful for the researchers interested in the field of initial language teacher training.

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