Challenges of Integrating Information and Communication Technology in Teaching among National Teachers' Colleges in Uganda

In this 21st century, educational institutions the world over are faced with increasing demand from society to transform from analogue practices to digital systems using technology. This study investigated the challenges experienced by teacher education college lecturers in their quest to integrate ICT in teacher training practices. The study was qualitative, using focus group discussions, interview and observation with 10 college lecturers from each of the 4 colleges and 4 Principals, one from each college. Snowball purposive sampling strategy was used to draw the participants. The findings revealed a host of challenges, despite a high level of appreciation among college lecturers on the importance of ICT integration into classroom instructional practices. Several debilitating factors evolved including, lack of experience and skills in using ICT, lack of ICT curriculum for the teachers' colleges, lack of clear government policy on the teaching of ICT in the teachers' college curriculum, inadequate ICT resources, obsolete ICT hardware and soft wares, intensive teaching programs due to examination pressures, overcrowded classrooms, lack of time, heavy workload, slow internet connectivity, intermittent electricity supply and, attitudinal barriers from the relatively older lecturers with technophobia. The researchers therefore, recommended government intervention with a clear policy on ICT inclusion in the curriculum, equipping the colleges with adequate and up-to-date equipment, regular training opportunities for the lecturers, provision of alternative and affordable source of power, recruiting more human resource in the colleges to reduce the workload for the lecturers and government subsidizing on the cost of internet connectivity.

Effectiveness of Approaches Used in Addressing Students’ Depression among Teachers’ Colleges in Zimbabwe

The study sought to investigate on the effectiveness of approaches used in addressing depression among young adults at teachers’ colleges in Zimbabwe. The study adopted the post-positivism paradigm where a mixed approach was used through questionnaire and interview schedule as means of data collection. The sample consisted of 206 participants drawn from 180 students, two vice principal, two deans of students, 13 heads of departments, one chaplain and eight counsellors. While quantitative data was coded and analysed by the use of tables with frequencies and percentages, qualitative data was analysed through the thematic approach. The study concludes that cognitive behavioral therapy, behavioral therapy and person centered therapy are used to address depression cases in Zimbabwean teachers’ colleges. The specific techniques which were commonly used include guided discovery, role play, cognitive restructuring, relaxation and visualization, exposure and person centered. The study therefore recommends that the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development and other stakeholders should come up with a policy which spells out expected counselling approaches and techniques to be used at the colleges to address the depression of students. The study further recommends the provision of more trained counselling personnel for the identified approaches to be effective in addressing depression.

Determinants of Teachers’ Motivation to join the Teaching Profession: A Case of Two teachers Colleges in Zambia

The purpose of this study was to examine the differences in views between preservice teachers and in-service teachers on their motivation to join the teaching profession. The study used descriptive quantitative approach through the independent sample t test to reach the intended objectives. The sample size consisted of preservice teachers (n=248) and in-service teachers (n=52) from the two teacher’s colleges. The study established that preservice teachers had higher expectations regarding material benefit and convenience, intellectual stimulation as well as continuation of work in familiar settings than the perceived reality by the in-service teachers who are already in the teaching profession. Intellectual stimulation, worthwhile service to society and interpersonal relationship were considered by both the in-service and the preservice teachers as potential benefits from the teaching profession. However, both the in-service and the preservice teachers were undecided whether continuation of work in a familiar setting is a benefit from the teaching profession. While preservice teachers agreed that material benefit and convenient as well as Job Security motivated them to join the teaching profession, the in-service teachers were undecided whether the factors motivated them to join the teaching profession. Finally, there was no significant difference in terms of gender regarding the benefits front he teaching profession by the teachers in training. The study therefore recommends that since the study found that not all the factors are motivators of teachers to join the teaching profession, there is a need to for qualitatively studies to explore further reasons that motivate teachers joining the teaching profession.

Towards critical benchmarks for Return-To-Sport following injury rehabilitation at collegiate level in Teachers Colleges of Zimbabwe

This study examined the critical benchmarks impacting on players’ return-to-sport following injury sustenance in selected Tertiary Institutions of Zimbabwe. The study was a descriptive, prospective cohort design anchored on quantitative approach. Its population was 453 with a sample of 228 participants that comprised coaches, fitness trainers, physiotherapists, psychologists, and handball players drawn from 10 selected Teachers Colleges in Zimbabwe. Male and female handball players were from original collegiate handball teams for the entire period of study. Questionnaires were used as data collection tools. All data were statistically performed using IBM SPSS Version 23 and presented on a multi-part graph and table. Emerging findings revealed absence of quality return-to-sport training modes for re-enacting players’ musculoskeletal deficits. Quality social support synergies for full resurgence of return-to-sport players’ physiological and socio-psychological tenets lacked among health service providers. The study recommends that co-opting multi-social-support synergies during rehabilitation and return-to-sport episodes could significantly address players’ socio-psychological and physiological tenets. Health service providers with amplified skill sets should fully re-orient athletes’ fractured return-to-sport hope pathways. Further appropriately designed, quality contemporary evidence-based multi-modal training batteries should resonate critical evaluative ‘viaducts’ and ‘mainstay’ of rehabilitation and return-to-sport transitions for enhancement of players’ socio-psychological and mitochondrial tenacity levels. Scientific monitoring approaches could further substantiate reduction of inherent injury tendencies through HIFT regimens.

Problems and Countermeasures in the Cultivation of Innovation and Entrepreneurship Ability among College Students in China

: This article analyzes the current situation of cultivating innovation and entrepreneurship ability among college students in China. It found that the main reasons for the lack of innovation and entrepreneurship ability are from three aspects: inadequate awareness of innovation and entrepreneurship among college students; inadequate innovation and entrepreneurship ability among the team of teachers; colleges and universities lack systematic innovation and entrepreneurship courses. The discussion will be based on these three aspects from three perspectives, which include providing more practical opportunities and a good environment, building innovation and entrepreneurship tutor teams, as well as strengthening the construction of innovation and entrepreneurship courses, in order to assist in the cultivation of innovation and entrepreneurship ability among college students in China.

Sports Injury Risks and Opportunity Costs: The Conspicuous Landscape of Handball among Tertiary Teachers’ Colleges in Zimbabwe

This study explored injury risks associated with sport participation among handball players in Zimbabwean Tertiary Institutions between 2016 and 2019. The study employed a descriptive, prospective cohort design anchored on quantitative methodology and informed by Positivism Philosophy. The population comprised technocrats (coaches, fitness trainers, physiotherapists, psychologists and players) from selected Zimbabwe Teachers’ Colleges Sports Association handball teams. Stratified random sampling was used to select the respondents. Questionnaire was used as data collection tool and IBM SPSS Statistic Version 23 was used for data analysis. Findings revealed critical knowledge-service gaps on sports medicine professionals regarding lack of players’ informational sources on pre-participation medical health-checks as evidence-based practices for addressing activity limitations and risks upon return-to-sport. Ego-oriented administration characteristic of pain-injury paradox environment prevailed with pre-mature ending of players’ rehabilitation routes. Well formulated guideline-inclined preventive injury risk management protocols resonating player-centered medicine approaches that could effectively abate epidemiologic opportunity injury risks and costs were non-existent. Furthermore, regularized in-service professional development clinics lacked. Players’ objective injury records, profiles and pre-participation medical examination health-checks should be considered as critical informational sources for fully resolving physiological defects prior to return-to competitive contexts. Formulation of guideline-inclined preventive injury risk management protocols entrenching player-centered medicine practices could effectively trim down epidemiologic opportunity injury risks and costs and improve the critical base for players’ odds of participation. Regularized in-service professional development trainings for sports medicine professionals through symposiums should inexorably be an esteemed epitomic pedestal delved towards improving their expert base levels in view of contemporary preventive and injury risk management dynamics in sports.

Early career teacher educators' dispositions toward sustainability and accountability for sustainability issues: a case from teachers colleges in Turkey

PurposeThis study aims to investigate the dispositions of early career teacher educators as young academics toward sustainability and accountability for sustainability issues. Through their interpretations, concerns, awareness and ownership of sustainability, the study portrays how a global phenomenon is articulated specifically within the local context of teachers colleges in Turkey.Design/methodology/approachThe study was designed as a survey, and the data were collected through a cross-sectional online questionnaire. The sample (n = 72) was limited, through purposeful sampling, to early career teacher educators teaching and being trained in well-established Turkish teachers colleges to become prospective faculty members of newly founded teachers colleges across the country. The data were analyzed primarily through quantitative methods. For the analyses, STATA software was used to perform descriptive and inferential statistics.FindingsThe general results indicated that the participants were highly concerned about sustainability problems. However, their concerns were not reflected to the same degree on their perceived awareness and ownership of education for sustainable development (ESD). Hunger and poverty, loss of biodiversity, climate change and epidemic diseases were all perceived to be urgent more in the global context. On the other hand, unemployment, refugees and terrorism were perceived to be locally urgent problems. Different agencies within the community were addressed to be accountable for different types of sustainability problems. The accountability for economic, environmental and societal problems were mainly placed on governments. Additionally, individuals/families and educators were held more accountable for environmental issues, while corporations and super powers were held more accountable for economic issues. As for societal issues, educators, individuals/families and non-governmental organizations were addressed to be more responsible.Originality/valueThe significance of the study is mainly twofold. If sustainable development is conceptualized with a futuristic viewpoint that attaches a great importance to next generations' needs, focusing on the dispositions of early career teacher educators as young academics is a reasonable way of addressing the current gaps and eliminating the future inefficacies. Building on the assumption that ESD would remain imperfect without the commitment of teacher educators who have the potential to bring changes in educational systems and shape knowledge and skills of future teachers, in turn future generations; this study becomes even more valuable as it includes specifically the academicians in the field of teacher education.

STEM practices in Science teacher education curriculum: Perspectives from two secondary school teachers’ colleges in Zimbabwe

This study assessed how science, technology, engineering and mathematics (STEM) education is integrated in Science Teacher Education curriculum in Zimbabwe. An exploratory mixed methods research design, within the post-positivist paradigm, was used to guide the collection and analysis of data. Data were sourced from 18 Science teacher educators and 108 final year Science student teachers pooled from two secondary school Teachers’ Colleges through a semi-structured questionnaire, follow-up interviews, focus groups and documents. From the findings, it was evident that although a lot was done to promote STEM literacy in the two colleges, integration of STEM education and practices into the science education curriculum was coincidental rather than planned. Participation in Science exhibitions at local and national level that was common and increased enrolment of teacher candidates in STEM subjects was viewed as major ways to promote the initiative in the Teachers’ Colleges. However, support that targeted a teacher education STEM curriculum and integration/liaison with Engineering and industry was largely found lacking, suggesting the need for practices such as field-trips, work visits and partnerships that foster closer collaboration between colleges, schools, professional scientists and industry.

ICT and Reflective Practice integration; A Constructivists Approach in Teacher Preparation at Primary Teachers Colleges in South Eastern Uganda

Purpose: The purpose of this study was to explore the ICT and reflective practice integration in teacher preparation at Primary Teachers Colleges and to establish whether these practices were among the constructivist approaches being used to teach students. Methodology: This phenomenological study explored the lived experiences of tutors and students in light of constructivists’ teaching. It involved 3 PTCs and 15 participants who were purposively sampled. This study used a qualitative research design. Data was gathered using in-depth multiple interviews and analyzed following Moustakas (1994) procedure. Findings: Data analysis and results revealed that tutor‘s continue to rely on traditional approaches in both instruction and supervision of school practice. The colleges are in a nascent stage in the integration of ICT and reflective practice in education being accustomed to traditional instructional practices and lack of motivation and knowledge among tutors to adopt ICT in teaching. Unique Contribution to Theory, Practice and Policy: This research study adds to the body of knowledge suggesting ways in which constructivists’ teaching supports teaching effectiveness and promotes students’ learning amplifying the need for ICT and reflective practice integration in instruction. The study recommends establishing and setting up Reflective Practice Laboratories in Primary Teachers Colleges for tutors and students induction on several constructivists’ practices that include systematic reflection, clinical supervision, use and integration of ICT and other interventions in a proper and professional setting