Supervisors Responses on Preparation of Schemes of Work During Teaching Practice in Public Universities in Eldoret, Kenya

Teacher education worldwide has been recognized as an important sector of education whose role is to prepare prospective teachers with the requisite knowledge, skill and attitude for the achievement of quality education. Lately, it has been given prominence because its end result is expected to become the strength of change for sustainable development. The purpose of this study was to explore supervisors’ responses on the preparation of the scheme of work during teaching practice. The objectives of the study were to examine the scheme of work prepared by student teachers and to determine supervisors’ responses on student teachers’ preparation of scheme of work. The study was guided by the social cognitive theory. The study was based on the constructivist-interpretivism paradigm and adopted the qualitative approach. The research design was a descriptive survey that used document and content analysis. The sample size comprised student teachers on teaching practice and their supervisors. Data collection instruments included Lesson Observation Forms and documents where data was collected, sorted, categorized and coded as per a supervisor. Data analysis was done from the themes, forming patterns and presented thematically. The results of the study showed that student teachers’ preparation of the scheme of work was not uniform. While other student teachers were able to develop a well-presented scheme of work, others were unable to present the expected as per the requirements offered during training. Anomalies noted specifically were on filling of the components which failed to show a relationship between one and another. The results of the study form a basis for refocusing on training bit on the preparation of the scheme of work. The results will benefit all stakeholders’ teacher trainers, the department of curriculum and instruction, KICD and the Ministry of Education at all levels, especially those tasked with the training of teachers.

Perception on the Adoption of WhatsApp for Learning amongst University Students’

This paper “perception on the adoption of WhatsApp for learning amongst two hundred level curriculum and instruction I students of Sokoto State University, Nigeria” was guided by three objectives, three research questions. The researcher used descriptive survey research design in the study. The researcher used qualitative method with the use of individual interview for data collection. Random sampling technique was employed to select the sample. The entire sample that was chosen is 10. The instruments used for data collection was data-blank. Coding system was applied to gather and interpreted data. The results indicated that majority of students used WhatsApp for learning, poster that WhatsApp is very easy to operate for learning and also shows that the attitude of students towards the use of WhatsApp for learning is positive. The research manifested that WhatsApp may be accepted as instructional tool in teaching and learning. Keywords: WhatsApp; Learning; Social media; E-learning.

Pigiasilluta oKalagiamik: Culturally Relevant Assessment in Nunatsiavut

Beginning with a story of travelling between northern communities and the shared experiences of the researchers, the environment, and the animals, this research reports the perspectives of teachers, administrators, and parents on how school-based assessment practices impact Inuit learners in Nunatsiavut, the Labrador Inuit Settlement Area. To adjust to current global social, economic, and environmental challenges (Council of Ministers of Education 2018; OECD 2018; United Nations 2010), mainstream jurisdictions are centering their curricular content and assessment measures on competencies (Alberta 2018; British Columbia 2018; Council of Ministers of Education 2018; OECD 2018; Ontario 2016). Our results show that many of these values are already imbedded in community- and land-based experiences in Nunatsiavut and we argue that the development of assessment practices to capture competencies can help reveal the strengths in culturally relevant curriculum and instruction in Nunatsiavut.