Relationship between Tutor Confidence and ICT Integration in Primary Teacher Training Colleges in Kenya

Despite increases in computer access and technology training, ICT is not adequately being used to support instruction in teacher education institutions. Unless teachers improve their ability to use existing technology, they will encounter various difficulties. One of the most notable of these difficulties is that they cannot respond to the expectations of their students. Research has shown that the self-confidence of teachers affects their use of technology in instruction. The study assessed the confidence of tutors in primary teacher training colleges regarding the integration of ICT in the teaching and learning practice in Kenya. There are a number of ICT projects that are equipping Kenyan institutions of learning with computers and establishing internet connectivity. But the body of literature on studies among tutors is so scanty, leaving a noticeable gap in the literature about tutors’ level of ICT integration in instruction. The study sought to establish the relationship between tutor confidence and their level of ICT integration teacher training colleges in Kenya. A cross-sectional survey was conducted to investigate tutors’ confidence in the use of ICT in teaching. The simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents who participated in the study. Data was collected using a questionnaire and an interview schedule. The data collected was analysed descriptively for frequencies, means, standard deviation, and percentages. The significance of relationships and differences of variables were tested using Pearson moment Correlation and Regression analysis. Results indicated that there is a low level of ICT integration in teaching in all teacher training colleges. A significant relationship was found between the tutor's confidence and their level of ICT integration in teaching (β3= 0.535, p<0.05). It was thus recommended that: College tutors should be given adequate exposure for them to be able to utilize ICT facilities in their classrooms. Colleges should also computerize most activities by buying computerized software within departments. This will compel most tutors to acquire the requisite skills. The ministry of education should also embrace ICT and demand professional documents from college tutors be typed and sent online.

Sequential Blended Teaching Materials: Scaffolding Non-English Language Learners’ Scientific Literacy Using Online Sources, Edpuzzle

This study aimed to explore information from 44 Students of Primary Teacher Training Education Department as the sample of research. The 40 items of statement in questionnaires designed from positive point of view and scaled in Likert from; strongly agree (5) to strongly disagree (1). By the content area of two basic research questions in regard to Preferences and benefit for students in applying a sequential blended learning material in teaching English. Data was analyzed in statistic descriptive to get meaning. The result found that, there was 4,22% of students respond to items of questionnaires to more agree and strongly agree to the statements of questionnaires. This total average number of the respond of 44 students were found in 4,6816 % in questionnaires that represented preferences (13 items of statements) and 3,7727% in average found in statement of questionnaires that represent benefits (27 items of statements), meant there was positive respond toward this teaching approach and fixing to the preferences of student and scaffolded students’ other related scientific literacy.

Teaching SDGs Using Concept Maps in Primary Teacher Training

This article presents an original and innovative way for primary teacher training concerning teaching the 17 Sustainable Development Goals (SDGs) using concept maps. Four types of concept maps were designed and built so that the interconnections between the 17 SDGs could be captured and the complexity of their interdependencies could be highlighted. This educational tool was used in 14 workshops with interesting results, which took place in Piraeus (Greece), and was addressed to primary teachers. Concept maps have proven to be a powerful tool for highlighting correlations between the 17 SDGs, as each group of teachers who used them linked the SDGs in a unique manner and simultaneously justified this interconnection. In addition, the use of concept maps was an opportunity for teachers to experience group work and its quality characteristics, such as participation, exchange of opinions, argumentation and different perspectives.

Role of Tutors’ Social Reconstruction Orientation on Choice of Instructional Approaches in Public Primary Teachers’ Training Colleges in Kenya

Education acts as an instrument of social reconstruction and therefore, it must be capable of stabilising social order and conserving culture in the society to ensure sustainability. Tutor beliefs about a curriculum for social changes and adaptability upon which social reconstruction orientation is premised is vital in developing knowledge, skills, attitudes and values in teacher trainees is much needed to adapt to the ever-changing global demands. This study sought to determine tutors’ preference on the choice of instructional approaches; to determine tutors’ level of social reconstruction orientation to the teacher education curriculum and to establish the relationship between tutors’ social reconstruction orientation and choice of instructional approaches in public primary teacher training colleges in Kenya. This study adopted a correlational approach with a convergent mixed-methods approach. Questionnaires, interviews, classroom observation and document analysis were used to collect data. The sample population involved 178 tutors, 35 HODs, 20 classrooms and 4 documents purposively selected from five public primary teacher training colleges in Kenya. Both descriptive and inferential statistics were used to analyse data as per the study objectives. The study found no significant relationship between social reconstruction orientation and choice of instructional approaches. Consequently, this may impact negatively on the development of a teacher that is engaged, empowered, ethical and globally competitive as is proposed in the current teacher education reforms in Kenya. The inadequate representation, the restricted framework, limited provision of interactive learning activities and policy on the integration of societal issues in the primary teacher education curriculum provided a poor link between theory on societal issues and practice. Professional development of tutors and relevant stakeholder engagement are crucial in changing the mindsets of tutors with regard to teaching a curriculum for social reconstruction.

EXAMINATION OF STRESS COPING STRATEGIES AS PREDICTORS OF ACADEMIC PERFORMANCE AMONG STUDENTS IN TEACHER TRAINING COLLEGES IN CENTRAL REGION KENYA

Despite the very high stake placed on education, poor academic performance has continued to be felt in Kenya in Primary Teacher Training colleges in Kenya. This affects the life and career progression of the students and becomes a challenge to both the parents and the nation at large. The study sought to establish how stress coping strategies predict academic performance among students in Primary Teacher Training Colleges in central region. Questionnaire on coping strategies was adapted from CISS-21 by endler and Parker. Academic Performance was inferred from the students mean grade obtained from the Mid-course examinations at the end of year one. Quantitative data was analyzed using SPSS version 26. To examine the relationships among the variables Pearson Product Moment Correlation Coefficient and regression analysis were used. Generally there was a negative significant correlation between the overall measure of Coping strategies ( r = 0.-56, p <0.01, n=197) .Academic performance was found to be significantly correlated with a) task oriented coping at (r = 0.68,p <0.01, n=197),b) emotional oriented coping( r = 0.-75,p,<0.01) and c) avoidance oriented coping (r=0.-68 ,p,<0.01).On regression analysis, Coping strategies had a significant predictive weight on academic performance (F,1,195)=89.5,p<0.0) with use of emotion and avoidance coping significantly predicting academic performance. Based on the findings it was recommended that educators, lecturers and other education stakeholders should create an enabling environment in order to enhance students’ academic self-efficacy, response to stressful situations and coping strategies. Students support services like guidance and counselling should be strengthened, and is important for the colleges to have intervention programs to buffer the negative impact of stressful environments and enhance positive coping strategies. KEY WORDS: Coping Strategies, Task oriented, Emotion oriented, Avoidance oriented, Performance, Teacher Training Colleges,

Digital technologies in music subjects on primary teacher training degrees in Spain: Teachers’ habits and profiles

Many recent proposals in music education relate to digital technologies. Technology can act as a mediator in the teaching-learning processes. Educators’ digital competence comprises the knowledge and skills in both instrumental and didactic use and methodological use that each teacher possesses. This work focuses on music education teachers at Spanish universities. It examines their knowledge of different digital resources, use of them to prepare classes, use of them in class and teaching of them, as well as considering how they learned to use these resources and any problems they encounter while teaching them. For this purpose, an ad hoc questionnaire was administered to a total of 93 teachers from 45 different universities. The results show superficial knowledge of technologies, limited use in class preparation, minimal use in class and almost non-existent teaching. They also reflect teaching staff who are largely self-taught and who complain of the limited resources available in the classroom.

Application of Project-based Learning for Primary Teachers - A New Direction in Professional Training at Pedagogical Universities and Colleges in Vietnam

Teaching staffs in general and primary teachers in particular have been proven to contribute to great success of the comprehensive renovation process in the current Vietnamese education system. Significantly, pedagogical universities specialized in primary education should predominantly pay attention to the quality of training and meet the requirements of society. In the case of Tay Nguyen University in Vietnam, lecturer staffs involved in training of primary teachers have made great efforts in applying new teaching methods. Furthermore, it has been used effectively in many parts of the primary teacher training program is the project-based learning method. In this paper, in addition to general theories about the project-learning method, we will present the advantages of applying the teaching method in the primary teacher training program in general and in the "Crafts and Techniques" module in particular at Tay Nguyen University. Finally, discussion process of applying project-based learning and project evaluation methods of primary education students in teaching this module are preferred.

Tanító- és tanárszakos hallgatók elképzelései IKT-eszközök használatáról az oktatásban

Az IKT-eszközök folyamatosan változó világában napjaink fontos oktatáspolitikai célkitűzése, hogy a tanulás formális gyakorlatába is beépüljenek digitális alkalmazások és ezek használatához kötődő új módszerek. Ehhez azonban a most felsőoktatásban tanuló tanárszakos hallgatókat is fel kell készíteni arra, hogy ezen eszközöket relevánsan, motiváló, figyelemfelkeltő, és -fenntartó módon integrálják mindennapi oktatási gyakorlatukba. Kérdés azonban, vajon mennyire áll készen hazánk tanárképzése, hogy a köznevelésbe frissen kilépő tanárok megfeleljenek ezeknek az igényeknek? A tanulmányban bemutatott feltáró jellegű felmérésünk azt vizsgálja, hogy az általunk vizsgált, pedagógusképzésben részt vevő hallgatóknak milyen elképzeléseik vannak az IKT-eszközök tanórai integrációjával kapcsolatban. Emellett célunk volt annak feltérképezése, hogy a hallgatók jelenleg, a képzésben, milyen ismereteket sajátítanak el az IKT-eszközök oktatási alkalmazásával kapcsolatban. Vizsgálati személyeink tanárképzésében (n=38) és tanítóképzésben (n=16) részt vevő hallgatók voltak, akik nyílt végű kérdéseket tartalmazó kérdőívet töltöttek ki. Vizsgálatunk eredményei szerint a tanár- és tanítóképzésben részt vevő hallgatók egyaránt fontosnak és hasznosnak tartják az IKT-eszközök bevonását tanári munkájukba, ugyanakkor a hallgatók eszközhasználati, módszertani ismeretei eltérőek voltak, az IKT-eszközök tanórai integrációjával kapcsolatban kevésbé hangsúlyozták a tanulói tevékenykedtetés fontosságát. Tanulmányunk végén egy olyan rendszerfejlesztési javaslatot fogalmazunk meg, mely arra irányul, hogy hogyan lehet a tanár- és tanítóképzésben egy olyan IKT-eszközök alkalmazásával kapcsolatos kurzust felépíteni, melynek tartalmi elemei a későbbi tanítási gyakorlat során hasznosíthatóvá válnak.In an ever-changing world of ICT tools, it is an important educational policy objective to integrate digital applications and new methods of using them into formal learning practices. However, to be able to do this, students who are now in higher education need to be prepared to integrate these tools in their daily educational practice in a relevant, motivating, attention-grabbing and -sustaining way. The question is, however, how ready is the Hungarian teacher training to meet these needs of newly graduated teachers in public education? In our exploratory survey it was examined, what kind perceptions students in teacher training have regarding the integration of ICT tools in the classroom. In addition, our aim was to map out what students are currently learning at the universities about the use of ICT tools in education. Students in teacher training (n = 38) and primary teacher training (n = 16) completed a questionnaire containing open-ended questions. According to the results of our study, the involvement of ICT tools in their teaching is considered important and useful by students participating in teacher training, however, the students' knowledge of using tools and methodologies was different, and the importance of learner activities was less emphasized. At the end of our study, we will make a system development proposal to develop a course in the use of ICT tools in teacher and primary teacher training.