Teacher Training Colleges Research Articles

Preservice and Novice Teachers’ Views of a University Teacher-Training Program in Lebanon

This case study explored the Lebanese preservice and novice teachers’ perceptions of the effectiveness of the preservice training program they were enrolled in at a large university in Lebanon. Fourteen student-teachers and 13 novice teachers filled out an open-ended questionnaire. Six teachers from both groups were interviewed, and 3 novice teachers were observed three times. The data, which were analyzed thematically, showed that many participants viewed their training program positively. The data also revealed that the observed teachers applied some, but not all of what they claimed they learned.

글쓰기 피드백 시스템 고도화와 활용 방안

In writing education as a liberal arts education, an online education system was established to facilitate communication between teachers and students without time and space restrictions so that effective writing education could be achieved. writing feedback system supports each university to directly utilize the writing feedback system, and allows research on writing feedback to be actively conducted in various fields. In order to carry out the project step by step according to the system construction procedure and to increase utilization in universities, we intend to support education training and workshops for university officials and teachers.

Interpersonal Conflicts between Teachers: Causes and Effects in Teacher Training Colleges, North West Region, Cameroon

Purpose: This study sought to investigate the causes and effects of interpersonal conflicts between teachers in the Teacher Training Colleges (TTCs) in the North West Region, Cameroon. Methodology: Using the qualitative research design, data were collected from 16 school administrators and 158 teachers using questionnaires and focus group discussion that were analyzed using the technique of content analysis. Findings: The found out that the causes of interpersonal conflicts between teachers in the TTCs were diverse and were categorized under teachers’, school and leadership-related causes. These conflicts largely had negative outcomes on teachers, students, school leadership and the school as an institution. From the findings, interpersonal conflicts between teachers does not only hurt individual teachers’ level of commitment, productivity and effectiveness but equally, impacts the school climate, students’ achievements and school effectiveness in general. Conclusion: The diverse causes and negative effects of interpersonal conflicts between teachers in the TTCs of the North West if left unchecked has the potential of negatively impacting even the smooth functioning of these institutions. Recommendations: The study recommend that school administrators of the TTCs should receive special training and preparation on issues of conflict management and leadership upon appointment. Also, workshops, seminars, and orientation programmes for principals and teachers of TTCs on conflict management should be organized on regular basis to improve their knowledge on conflict management in schools.

A Phenomenological Study of Tutors’ Insights on the Meaning of Quality of Education in Selected Primary Teacher Training Colleges (PTTCs) in Uganda

Due to the pressure exerted by competition among educational institutions to achieve funding and legitimacy in public, achieving quality of education has become a major concern for all the stakeholders not only in higher educational institutions but to the PTTCs as well. So, to achieve this, an understanding of what quality is in teacher training colleges such as PTTCs is highly paramount. The major aim of this study was to explore the insights of tutors in PTTCs on the meaning of quality of education. To achieve this, the study employed a phenomenological research design to attain a deep understanding of the concept of quality of education as perceived by the tutors in PTTCs. Data was collected through semi-structured interviews and analyzed through thematic and content analysis. The study unveiled that PTTC tutors perceive the quality of education in the following ways: meeting students' needs and government quality assurance (QA) standards, students performing well in examinations, work culture involving everyone to achieve the needs of the students, compliance with quality standards, and corresponding to the learners’ expectations, meeting criteria in learner support services and the ability to deliver the subject matter to the students. Finally, several recommendations and conclusions were drawn from the study.

Peace and Conflict Resolution in Pre-service Teacher Training Programs in Rwanda: Human Rights Education Perspective

This study sought to explore the promotion of peace and conflict resolution in pre-service teachers’ training programs in Rwanda. The study adopted an explanatory sequential research design with a mixed research method approach. The target population was all final year pre-service teachers and tutors and lecturers in Teacher Training Colleges and Higher Learning Institutions offering educational programs in Rwanda. A sample of 365 pre-service teachers and 50 tutors/lecturers was selected using stratified, simple random and purpose sampling techniques. A likert-scale questionnaire was used to collect quantitative data and a semi-structured interview, a focus group discussion and documents were used to collected qualitative data. Quantitative data was analyzed using means and standard deviations and thematic analysis was used to analyze the qualitative data. The study found that all aspects of peace education and conflict resolution are promoted in pre-service teachers training programs. The study also found that peace education and conflict resolution are integrated in different academic documents as a standalone subject or topic in a subject or as a cross-cutting issues. Finally, the study found that lack of capacity and resources to teach peace education and conflict resolution, bullying and unfair punishments are challenges facing peace education and conflict resolution. The study recommends that relevant authorities should build the capacity of teaching staff in pre-service teacher training institutions to enable them teach peace and conflict resolution in an effective manner and to provide adequate teaching and learning resources in order to enhance the teaching of peace education and conflict resolution.

Microteaching Process and its Impact on Teacher Training Programs in the University of Bamenda

Purpose: This study investigated the impact of the microteaching process on student teachers in teacher training programs. Methodology: This study was guided by the effect of reinforcement, explanation and questioning skill of microteaching on student teachers’ teaching performance during their teaching practice. The study employed a quantitative research approach which made use of a cross-sectional survey design. The purposive sampling technique was adopted in order to get to student teachers who have carried out the microteaching process. The 0 level 400 student teachers, who were randomly selected from the Higher Teacher Training College, Higher Technical Teacher Training College and 30 from the Faculty of Education, all in the University of Bamenda, Cameroon. A structured questionnaire was used to collect data which was analyzed using the Statistical Package for the Social Science (SPSS version 23). Statements related to the objective was cumulated to obtain a composite score for each skill. Findings: The total score for each skill was used to compute the Pearson’s correlation coefficient and the correlation was significant at the level of 0.05 both for reinforcement and questioning skill and 0.01 level for explanation skill. These skills therefore, had significant effect on the student teachers’ teaching performance during their teaching practice. Thus, the findings established that there exists a significant impact of the microteaching process on student teachers. Conclusion: This study shows that microteaching process has a significant impact on student teachers in teacher training programs. This helps in building teaching skill that will enable them to shift from the traditional ways of teaching to building critical thinking and problem solving skills in students. Recommendation: The study recommended that educational policy makers, curriculum developers and teacher educators introduce this course to student teachers from the first year of their program.

Teaching Models Used and Challenges Experienced in Secondary School Classes with Special Needs Learners in Tanzania

This study sought to establish the teaching models used and challenges experienced in secondary school classes with special needs learners in Tanzania, using a questionnaire and an interview schedule under the descriptive case study design. The study sample included 35 regular teachers, seven heads of schools, seven heads of departments and seven special needs teachers through the proportional and purposive sampling procedures. Data was analyzed through content analysis and descriptive statistics. The study established that collaborative teaching was the most preferred model compared to consultative and coaching models. A bigger number of children with disabilities was one of key challenges experienced in the inclusive classrooms as teachers failed to provide sufficient support to cater for the needs of special needs learners. Other challenges included lack of awareness of the Tanzanian Sign Language for Hearing Impairment and teachers’ negative attitude toward learners with special needs. The study recommends that the government should recruits sufficient number of special education educators to work closely with regular teachers in supporting learners with disabilities in inclusive settings. Relevant authorities need to introduce the Tanzania Sign Language course as a compulsory course in teacher training colleges for educators to gain knowledge to effectively communicate in the inclusive settings. Finally, the government should provide seminars and workshops to teachers on the importance of inclusive education as such training will dispel negative attitudes of teachers towards children with disabilities.

Primary school pre-service teachers’ perception of documentary films as educational resources

In today's society, audiovisual resources represent a fundamental form of relationship with the world and the acquisition of information and knowledge. In this sense, several scientific studies recognize the usefulness of audiovisual in general, and documentary film in particular, as an educational resource. Research indicates that cinema is not a resource widely used by teachers. This research is conceived within the framework of the initial training of teachers of Primary Education. To this end, and with the criterion of ease of access to the sample population, a questionnaire organized in five dimensions was designed. The questionnaire was administered to 213 students of Degree in Education of the University of Murcia (Spain). The results point at the documentary cinema as an educational resource known by future teachers. They also recognized the interest of documentaries for their future teaching practice. However, throughout their educational career they had not had much contact with documentary film nor were they great consumers of this type of resource. These results should make us reflect on initial teacher training in universities. Efforts should be increased to promote the acquisition of higher-level media competence that allowed teachers to analyze and select good resources for use in the classroom and that has an impact on the competence of their future primary school students.

Preparing secondary school science teachers for learner-centered teaching in Tanzania’s Teacher Training Colleges: Educators’ perceived challenges and perspectives

This study explored learner-centered science teaching approaches that eight science-teacher educators from two teacher education colleges in Tanzania, consider when teaching their students, and the challenges encountered when attempting to implement these approaches. We used a semi-structured interview to collect data which we analysed interpretively. Our findings revealed that the aspects of learner-centered pedagogy, such as engaging student teachers in practical work and discussion, and linking classroom science to the real world, were insufficiently considered by the teacher educators in the teacher colleges studied. The challenges and or difficulties that the teacher educators in these colleges perceive to impede the implementation of learner-centered science teaching in teacher education and as well as the possible approaches that can support the implementation of learner-centered science teaching in such colleges are discussed.

Scientific Reasoning Among Teachers and Teacher Trainees: the Case in Ethiopian Schools and Teacher Training Colleges

Scientific Reasoning Among Teachers and Teacher Trainees: the Case in Ethiopian Schools and Teacher Training Colleges

Preschool teachers’ beliefs and practices of developmentally appropriate practice (DAP)

The purpose of this qualitative study was to explore preschool teachers’ beliefs and practices on developmentally appropriate practices. The study sites are a mix of public and private preschools that are located in Gondar City, Ethiopia. From these study sites, six participants were purposively selected. Date data were collected through in-depth interviews. Audio-recorded in-depth interviews were transcribed verbatim. Then the Amharic transcript was then translated into the English language and made ready for further thematic analysis. The results indicated a discrepancy between preschool teachers’ beliefs and their actual classroom practices of DAP. The participants reported strong beliefs about the importance of DAP for children’s development and learning. However, they did not follow the DAP guides when teaching children. The preschool teachers attributed this discrepancy to external factors such as shortage of inputs, large class size, lack of parental support and administrative problems. Therefore, the Ministry of Education, policy makers, teacher training colleges and school administrators should design strategies that enable preschool teachers to practice their strong beliefs in implementing DAP in the classroom.

Development of mathematical competence of future teachers

The paper considers mathematical competence as a component of the professional training of future teachers, the formation of which can be carried out in the process of studying the disciplines of the mathematical cycle in a teacher training university. The research also reveals the essence of such methods as analysis, synthesis, generalization, analogy, and comparison used to develop the mathematical competence of future teachers. The paper provides information on how to increase the level of mathematical competence through the use of a set of professionally oriented mathematical and practical problems in the educational process. This study discusses the importance of mathematical training, mathematical language and mathematical activity in the development of mathematical competence of future teachers. The methodology and current trends in teaching mathematics courses to students of higher educational institutions, as well as the development of mathematical competence in this process, are considered in detail. The basic principles of selection of the formation of the content of mathematical education in a pedagogical university, which determine the effectiveness of the formation of mathematical competence and competence, are determined and theoretically substantiated. The basis of the methodology of the presented research is the systematic and activity approaches, which are focused on a holistic study of objects, by identifying diverse elements and relationships between them. Based on the updated content of mathematical education, future teachers will develop mathematical competence, and the process of mastering the selected content will be of an activity nature.

ASPIRING EARLY CHILDHOOD TEACHERS’ SELF-PERCEPTION OF THEIR COMPETENCE IN THE INTEGRATION OF DIGITAL TECHNOLOGIES INTO EARLY CHILDHOOD EDUCATIONAL PRACTICE

The aim of this research is to consider the differences in aspiring early childhood teachers’ self-perception of their competence in the integration of digital technologies into early childhood educational practice, before and after the realization of the teaching process, and before and after passing the exam for the elective course titled “An early childhood teacher in a digital environment”. The research sample consisted of thirty-five third-year students of the Preschool Teacher Training and Business Informatics College of Applied Studies - Sirmium, who took and passed the exam in the elective subject “An early childhood teacher in a digital environment”. The results of the study show that aspiring early childhood teachers assess their competence for the integration of digital technologies into early childhood educational practice more positively after attending classes and taking the exam in the course “An early childhood teacher in a digital environment”. Future early childhood teachers feel more competent in applying digital technologies to all four areas of early childhood teachers’ work: direct work with children, real program development, professional development and professional public action.

Power and Play

Power and Play

An Analysis of the Current Situation of the "Chinese Phonology and Speech" Course in Elementary School Teacher Training

<p>對教師而言，口語是傳達教學內容的重要媒介。在臺灣的國小師資培育課程中，與教師口語表達緊密相關的重要課程為「國音及說話」，其亦為師資生「教學基本學科課程」與各科教材教法的先修課程，足見此課程之重要性。本文研究目的在瞭解「國音及說話」課程內容與實施，故以課程大綱與授課教師為研究對象，探討此課程的課程目標、課程內容、授課方法與評量方式。首先由教育部大學校院課程資源網查詢106到110年，共計五個學年度、294門「國音及說話」課程，刪去重覆教師與課程大綱不完整者，共計44門。研究採取內容分析法分析課綱，並根據文獻探討與課程大綱分析結果做為擬定訪談題綱的基礎，而後訪談8位授課教師，最後比對與分析所得資料並提出結論。研究結果有四，一是課程目標兼顧國音理論與說話實務；二是課程內容重國音理論、輕說話實務；三是授課方法多採取教師講授國音理論、師資生練習說話實務的方式進行，但因修課人數過多、授課時數不足之故，導致實務練習不足；四是在評量方式上，多以紙筆測驗來評量國音理論知識，以口語練習或測試來評量說話能力，但口試未有相關標準與方式。研究者將針對此研究結果提出相關建議，並希望此研究能提供國小師資培育大學開設「國音及說話」課程的參考。</p> <p> </p><p>For teachers, oral language is an important medium for conveying teaching content. In Taiwan’s elementary school teacher training courses, the compulsory course closely related to teachers’ oral expression is "Chinese Phonology and Speech". This study aimed to understand the content and implementation of the "Chinese Phonology and Speech" course in such training and took. the curriculum syllabus and teachers as the research objects to discusses the curriculum objectives, content, teaching methods and evaluation methods. First, the Ministry of Education’s "University and College Course Information website" investigated the "Chinese Phonology and Speech" courses for five academic years from 2017 to2021. In total, forty-four courses, with repeated teachers and incomplete syllabus, were deleted. This research adopted the content analysis method to analyze the syllabus. Based on the literature discussion and syllabus analysis results for setting up the interview questions, it then conducted interviews with eight teachers. There were four research results. First, the curriculum objectives took into account both the theory of the national accent and the practice of speaking. Second, the course content emphasizes the theory of the national accent and neglects the practice of speaking. Third, students practice speaking in a practical way, but because the number of students in a class i too large and the number of teaching hours was insufficient, they still feel that the practical practice i insufficient. Fourth, in terms of assessment methods, paper and pencil tests were often used to evaluate teachers and students’ national pronunciation theoretical knowledge, while the speaking abilities of teachers and students were assessed by oral practice or tests. There were no relevant standards and methods for the oral tests. This study puts forward relevant suggestions based on the results herein so as to provide a reference for the "Chinese Phonology and Speech" courses offered by elementary school teacher training universities.</p> <p> </p>

There is a Threshold for Decision's Confidence in Hierarchical Perceptual Decision-Making

a. Faculty of Computer Engineering, Shahid Rajaee Teacher Training University, Tehran, Iran. b. Research Institute of Cognitive Sciences, Institute of Basic Sciences (IPM), Tehran, Iran. c. Center for Cognitive Science, Institute for Convergence Science and Technology, Sharif University of Technology, Tehran, Iran , ebrahimpour@ipm.ir

교육실습이 초등교사 성장에 부여하는 의미

Purpose: This study explored the meaning of Teaching Practicum experience on the growth of elementary school teachers. Methods: For this purpose, an autobiographical Narrative Inquiry was used to study the experience of a Cooperating Teacher. The Teaching Practicum experience of a elementary school teacher ‘J’ using documents, memories, and interviews was drawn upon, and the meaning of J’s experiences were discussed. Results: As a result, J's narrative revealed the following meaning. Teaching Practicum is a process for pre-service teachers to understand the importance of relational context in the class. At the same time, it was revealed that a Cooperating Teacher recognizes the class is herself, so she has to accurately coordinate well complex relationships inside and outside the class, as the self-contained classroom teacher. This is the process of the professional development of elementary school teachers. Conclusion: Therefore, teacher training colleges should operate the Teaching Practicum in accordance with the original purpose by focusing on learning the role of a self-contained classroom teacher, and a Cooperating Teacher should also help ‘student teachers’ acquire the role of a self-contained classroom teacher properly.

종합교원양성대학의 성과관리 개념 모형 탐색: K대학교를 중심으로

The purpose of this study was to explore the conceptual model of performance management at the general teacher training university. In order to achieve the research purpose, K University, a comprehensive teacher training university, was used as the subject of the study, and literature related to K University's characteristics and performance management was analyzed. Through this, the characteristics of K University were identified and the concept of performance management of K University was derived based on the analysis of the performance management status of K University. The performance management of the university was defined as "a series of processes that induce university growth by analyzing and evaluating the overall behavior and process systematically established to achieve the intended results in education, research, training, university management (operation, finance, environment), regional contribution, and graduate school". Based on this, the higher dimension of the performance management model of the general teacher training university was proposed by devising the components of the performance management concept model as 'vision', 'mission', and 'view'.

Implementation of Open and Distance Learning Programmes in Primary Teacher Education in Zimbabwe

The Department of Teacher Education (DTE), through its affiliate teacher training colleges has mandated the roll out of open and distance learning mode in its programmes. This preferred critical path is intended to assist trainees with the needed mental, emotional and material support during their period of Teaching Practice. This case study examined the implementation of Open Distance Learning (ODL) in a primary teacher education college in Matabeleland, Zimbabwe. Mixed methods research approach was used in this study in which case study and survey techniques were employed to understand the way in which quality is assured in the provision of student support. The study used a random sample of 80 student teachers and 30 lecturers to obtain information for analysis and interpretation. 5 heads of departments were selected purposively to contribute to the study. The findings of the study were that most student teachers are deployed to rural-based schools with low access to the internet, making fruitful study a challenge. It was also established that the modules supplied to student teachers when going out to schools are of academic importance although their quality and selective coverage of the curriculum hamper intended academic growth. The study recommended that sensitisation programmes be instituted to change the mind-sets of people towards positive use of technology for quality Open and Distance education delivery.

To Study the Motivation Ability of Teacher and Its Effect on Teacher Training Colleges

To Study the Motivation Ability of Teacher and Its Effect on Teacher Training Colleges