Teacher Supply Research Articles

Teachers’ Perceptions on Transforming Learning Opportunities through Teaching-Learning Resources in Njoro Sub-County, Kenya

This paper draws from a study conducted on the Influence of Selected Working Conditions on Teachers’ Commitments to their Professional Roles in Public Secondary Schools in Njoro Sub- County, Kenya. . This paper focuses on instructional materials and resources on teachers’ commitment to their professional roles in public secondary schools in Njoro Sub-County, Kenya. The study anchors on Hertzberg Two factor theory which postulates that motivation comprises maintenance and motivational factors. This theory recognizes work environment as a motivator of employees and influences on employee job satisfaction and commitment. Questionnaires were applied to collect data. Data was obtained from 60 Heads of Department and 88 class teachers employed by the Teachers’ Service Commission. Descriptive and inferential statistics was used to analyze data. The study established that adequate instruction materials have a significant bearing on the commitment of teachers among other factors. To this end, the study recommends the need to consider the provision of adequate teaching and learning facilities to schools based on contextual evidence.

Selecting and Developing Professionals

This study aims to examine Selecting and Developing Professionals. The research method used is library research. In collecting data, the factual study method was used. The results of the research from selecting and developing professionals were allegations of a teacher supply crisis, teacher recruitment and selection, teacher induction, teacher development, teacher retention, leadership recruitment and selection and leadership preparation and induction. This factual review (analysis) section focuses on the selection and development of two groups of staff, namely teachers and school principals. Learning organizations are meant to be inclusive, so all staff should be selected and developed with equal care. However, human resources are limited and it is undeniable that some categories of staff tend to have a greater impact on student learning than others. Principals have a variety of structures available to them that reflect organizational interests as well as individual interests.

Teacher Identity in CLIL: A Case Study of Two In-service Teachers

The provision of CLIL teachers in Spain has outpaced the growth of the so-called bilingual programs, as there are no specific training requirements for CLIL teachers who are either ­content or language specialists. So, CLIL teachers have a preexistent teacher identity that could influence their pedagogical choices. This study examines how teachers negotiate their existing ­teacher identities in a CLIL environment and how they exercise those identities in the classroom. The study adopts a qualitative case study methodology using interviews and questionnaires. Findings show that the way teachers negotiated their identities was affected by their former personal and professional experiences, their conceptualization of the imagined community, and their investment in that community. The findings have implications for creating in-service training programs that enhance teachers’ language awareness in CLIL and their association with the community.

Profile of Science Processing Skill Primary Teacher Education Students in Simulation of Science Learning Media in Online Learning Period

Online learning due to the COVID-19 pandemic impacts the university level, especially during the learning process. This influence was felt by PGSD students at Yogyakarta State University when simulating online learning media. The simulation of learning media is undoubtedly related to students' science process skills as a provision for prospective teachers. These science process skills must be measured as preparation for becoming a prospective teacher in the learning process in the future. However, detailed measurements have not been carried out. Therefore, this study aims to describe the science process skills of PGSD students in simulating science learning media in a network. The method used in this research is qualitative with a descriptive qualitative approach with data collection techniques using observation and interviews. The data analysis technique uses Miles, Huberman Saldana, which consists of condensing the data, presenting the data and drawing conclusions. The results of this study are the indicators observing 83.33% very high category, classifying 44.44% moderate category, interpreting 33.33% low category, predicting 50.00% sufficient category, asking questions 50.00% sufficient category, formulating hypotheses 50.00% sufficient category, planning an experiment 77.78% high category, using tools and materials 11.11% deficient category, apply the concept of 61.11% high category and communicate 61.11% high category. In general, students' science process skills have not been able to optimally, so there is a need for a lecture program to simulate science learning media on a network by providing PhET simulation media.

Challenges Experienced by Teachers while Implementing Pre-Primary School Education in Zanzibar, Tanzania

Early childhood education is a critical period of rapid cognitive and psychosocial development of a child. The quality of education a child receives at this critical age determines, to a large extent, the level of his or her physical, cognitive, and social development. In Zanzibar, pre-primary school education (PPE) is an aspect of two years of compulsory basic education provided to children aged four to five. The intention was to increase children's access to basic education in the Islands. While all hands are on deck to ensure proper and successful implementation of the education policy objective of 2006, it is unfortunate that PPE is facing some challenges which do not match with policy expectations. This paper examines the challenges experienced by teachers while implementing PPE in Zanzibar. The study employed qualitative methodology and a case study design where only the PPE level, among other levels of education, was involved. A total of 18 participants participated in the study, whereby 10 were pre-primary school teachers, 6 were pre-primary school head teachers, and 2 were quality assurance officers from the Ministry of Education. Data were generated by using focus group discussions, semi-structured interviews, and documentary reviews. Findings showed that PPE teachers in Zanzibar face policy, community, school, and learner-based challenges that hinder their effective implementation of the policy objective. To improve the situation, the following measures were recommended: Training and employing more personnel in the field of early childhood education, Constructing more classrooms to match the enrollment ratios and improving the provision and distribution of teaching and learning materials among schools that offered PPE

Real-time video communication between ambulance paramedic and scene – a simulation-based study

IntroductionTelemedicine has been widely used in various medical settings including in Emergency Medical Services (EMS). The goal of this study was to assess the possible roles of real-time video communication between paramedics and bystanders at scenes of emergency, in the analysis and treatment of patients.Methods44 experienced paramedics participated in a simulation. Participants communicated with the experimenter presenting video clips showing patients that simulated three emergency scenarios: trauma, an unresponsive patient with cardiac arrest, and an opiate overdose. The simulation sessions were conducted through Zoom™, recorded, and then analyzed to document participants’ questions, requests, instructions, and their timings during each scenario.ResultsThe trauma scenario was assessed most promptly, with instructions to handle the bleeding provided by all paramedics. In the unresponsive patient with cardiac arrest scenario, most of the participants achieved a correct initial diagnosis, and in the opiate overdose scenario over half of paramedics sought visual clinical clues for the differential diagnoses of loss of consciousness and their causes. Additional results show the type of assessment, treatment and diagnosis participants provided in each scenario, and their confidence about situation.ConclusionsThe findings show that direct video communication between paramedic and scene may facilitate correct diagnosis, provision of instructions for treatment, and early preparation of medications or equipment. These may decrease time to correct diagnosis and lifesaving treatment and impact patient morbidity and mortality. Moreover, the findings highlight the difference between incidents with higher visual clarity, such as trauma, and conditions that require an extended diagnosis to reveal, such as unresponsive patients. This may also increase the paramedics’ mental preparedness for what is expected at the scene.

Implementation of School Mapping and Micro Planning in The Supply of Teachers and Their Professional Development to Meet Demand in Public Primary Schools in Arusha Region, Tanzania

This seminar paper is guided by convergent design under a mixed-method approach to explore the implementation of school mapping and micro planning in the supply of teachers and professional development to meet demand in public primary schools in Arusha region, Tanzania. The study was guided by Open systems theory as postulated by Katz and Khan (1966). The target populations were 395,003. Both probability and non-probability sampling techniques were used while questionnaire, observation, Document schedule were used to gather quantitative information from pupils, teachers, Ward Education Officer, school Committee Members and interviews were used to collect Qualitative data from District Education Officer, District planning officer and District Executive Director. Quantitative Data were analyzed by descriptive statistics and qualitative by coding and creating themes and final data was merged to ensure comparison of the findings. The reliability of the instruments was tested by using the Cronbach Alpha; while conformability of qualitative data was ensured by adherence to data collection procedures and ethics. The study found shortage of teachers supply and undeveloped teachers in primary schools. From that school mapping and micro-planning were not active to ensure the supply of teachers and professional development to meet the demand in public primary schools in Arusha region. The study recommended that the Ministry of Education, Science and Technology (MoEST) Collaborate with the President Office Regional Administrative and Local government (PO-RALG) through Departments of planning should maintain school mapping and micro-planning through training and implement at district level for teachers supply and professional development to meet the demand in public primary schools. Local government and education stakeholders should mobilize and allocate reallocation funds for teachers’ recruitment at their locality and support teachers professional development in primary schools.

Degenerative cervical myelopathy education in UK medical schools: a national cross-sectional survey of medical students

Introduction Degenerative cervical myelopathy (DCM) is a common and progressive neurological condition caused by injury of the cervical spinal cord by degenerative spinal pathology. Delayed diagnosis leading to avoidable and irreversible disability is a major current problem limiting patient outcomes. Lack of sufficient representation of DCM in undergraduate and postgraduate medical curricula may contribute to poor recognition of DCM by non-specialist doctors. The objective of this study was to assess the DCM teaching provision in UK medical schools and the DCM knowledge of UK medical students. Methods UK medical students completed a web-based survey distributed nationally through university social media pages, university email bulletins and the national student network of Myelopathy.org. The survey comprised a 19-item questionnaire capturing data on student demographics, myelopathy teaching and myelopathy knowledge. Advertisements were repeated monthly over a 12-month recruitment period and participation was incentivised by entry into an Amazon voucher prize draw. Ethical approval for the study was granted by the Psychology Research Ethics Committee, University of Cambridge (PRE.2018.099). Results A total of 751 medical students from 32 British medical schools completed the survey. Medical students from all year groups participated. Most students (520; 72%) had not received any medical school teaching about DCM. When students had received DCM teaching, the duration of teaching was minimal (75% < 1 h). A total of 350 students (47%) reported conducting private study on DCM. Modal student self-rating of their own knowledge of DCM was ‘terrible’ (356; 47%). There was no correlation between a student’s subjective rating of their knowledge and their answers to objective questions. A total of 723 (96%) of students expressed interest in learning more about DCM, with lectures the preferred format. Conclusions DCM appears to be a neglected condition in medical education which has implications for clinical practice. However, student enthusiasm to undertake private study suggests future teaching interventions will be well-received. Future work is necessary to characterise the format of DCM teaching that is most effective and to subsequently measure how educational interventions translate into clinical benefits.

Pengendalian Masalah Kesehatan Mental Remaja melalui Pengenalan Ketrampilan Kecakapan Hidup pada Guru SMP

Literacy on mental health is an essential agenda for adolescents' personalities. Literacy efforts start by increasing the capacity of youth to develop life skills, and expert teachers facilitate these skills. This Community Service aims to become facilitators of adolescent mental health by introducing mental health and building life. The method activity is training assistance. The training was given to 11 teachers. The training location is at SMP Muhammadiyah 4 Bandung Regency, with the implementation of strict health protocols. Pre-test and post-test questionnaires about mental health and life were given to participants via Google Form. The practicum was carried out using the simulation method. Steps include planning, implementation, and evaluation activities. The pre-test and post-test results showed a significant increase in the knowledge aspect of the participants about mental health and self-awareness and rational thinking p-value of 0.019. Practicum implementation is done by conducting simulations, divided into three groups, each practicing life skill worksheets. Based on the activities that have been carried out, it is necessary to follow up the provision of teachers with the theme of life and expand the sub-themes to form comprehensive knowledge of teachers.

Continuity, change and challenge: unearthing the (fr)agility of teacher education

ABSTRACT In this final article, we bring together the issues raised by authors included in this special issue. We start by describing the current situation in our own countries, partly to highlight the different ways in which nations are responding in the longer term to the pandemic, but also to draw attention to the similarity of experience – of educators using digital technology, of concern with maintaining the supply of teachers, of the challenges relating to lockdowns – during its peak. We then reflect on the systemic issues that have been raised by the authors in this issue: what we call the (fr)agility of the teacher education system, in which educators’ adaptive response to the pandemic and subsequent desire for change can be met by institutional resistance; the multiple questions raised by the use of digital technologies; and the challenges relating to teacher and teacher educator adaptability and/or agility. In the final section, we reflect on what we (might) have learned from the pandemic and consider a future agenda for teacher educators.

From primitive jungle medicine to tropical medicine: history of progress and current challenges in the tropical disease control

Neglected tropical diseases (NTDs) have long been overlooked in the global health agenda. The article is intended to generate information in consideration of the history of colonization of tropical countries with a special focus on tropical diseases especially common in the army during colonial wars and throughout the colonial era. Extreme poverty and warm tropical climates are the two most potent forces promoting the spread of neglected tropical diseases. European colonial doctors made valuable contribution towards understanding them and discovery these diseases. Large outbreaks of infectious and tropical diseases occurred in the Army throughout the colonial era, strongly influenced the formation of the Army Medical Services including provision for teaching and research. Subsequent improvements in prevention, diagnosis and treatment reduced the mortality from tropical diseases. Now in an era of “globalized” environment of interdependent trade, travel, migration, and international economic markets, many factors play an important role in the rise, emergence, and reemergence of tropical infectious disease, which necessitates a coordinated, global response. Many of the emerging and reemerging infectious diseases are also “neglected,” meaning they impact the world’s poorest and lack adequate funding and innovation for prevention and treatment, with some not adequately identified or studied. Although progress has been made in the management of neglected disease, there remains much work to be done. During the coming decade the global response will be able to further build on today’s successes, align with the new global health and development frameworks.

Management of Human Resource (HR) Empowerment Planning in Schools

The availability of human resources is the trigger for quality education in addition to the cost factor and educational infrastructure. The purpose of the study was to analyze the management of teacher resource planning in an ideal school through an educational management approach. Qualitative research methods with literature review on sources that can be accounted for and analyzed descriptively and concluded. The results showed that 1) teacher resource planning in schools through planning analysis based on school goals and objectives, 2) planning management using the conceptual Transactional Planning, 3) Evaluation and Monitoring in Planning based on school external goals, and 4) Needs Projection Analysis, Provision of Personnel educators and education using the linkage of demand and supply of teachers. One element of planning management is not fulfilled, it is assumed that the empowerment of teacher resources is not active and less than optimal in the context of developing education in schools.

Palliative and end of life care in undergraduate medical education: a survey of New Zealand medical schools

BackgroundIn New Zealand, 34% of deaths occur in the hospital setting where junior doctors are at the frontline of patient care. The death rate in New Zealand is expected to double by 2068 due to the aging population, but many studies report that graduates feel unprepared to care for people near the end of life and find this to be one of the most stressful parts of their work. International guidelines recommend that palliative and end of life care should be a mandatory component of undergraduate medical education, yet teaching varies widely and remains optional in many countries. Little is known about how medical students in New Zealand learn about this important area of clinical practice. The purpose of this study was to investigate the organisation, structure and provision of formal teaching, assessment and clinical learning opportunities in palliative and end of life care for undergraduate medical students in New Zealand.MethodsQuantitative descriptive, cross-sectional survey of module conveners in New Zealand medical schools.ResultsPalliative and end of life care is included in undergraduate teaching in all medical schools. However, there are gaps in content, minimal formal assessment and limited contact with specialist palliative care services. Lack of teaching staff and pressure on curriculum time are the main barriers to further curriculum development.ConclusionsThis article reports the findings of the first national survey of formal teaching, assessment and clinical learning opportunities in palliative and end of life care in undergraduate medical education in New Zealand. There has been significant progress towards integrating this content into the curriculum, although further development is needed to address barriers and maximise learning opportunities to ensure graduates are as well prepared as possible.

Student physiotherapists perceptions of online curriculum delivery during the COVID-19 pandemic

BackgroundAs a result of the COVID-19 pandemic a rapid transformation from face-to-face curriculum delivery to an online teaching and learning environment, was adopted in a number of higher education institutions globally. Allied Health Profession courses such as physiotherapy, traditionally utilising an in person teaching model to prepare students for practice, needed to swiftly adopt new methods of delivery, involving both synchronous and asynchronous approaches. Understanding physiotherapy student perceptions of this transition is important to allow faculty to develop their delivery of online teaching and provide an evidence base for future course curricula.MethodsCross-sectional survey of UK higher education students studying either an undergraduate or post-graduate pre-registration degree in physiotherapy was conducted between October 2020 and February 2021. The survey investigated the student’s perception of the transition to either an online or hybrid model of learning during the COVID-19 pandemic. A mixed method approach was adopted allowing respondents to share their experiences and facilitate the exploration of questions which required in-depth thought.ResultsTwo hundred thirty-six respondents completed the questionnaire. Online learning was perceived to be a flexible (49%, n=116,CI 95% 43 to 55) and convenient (49, 116, 43 to 55) method of learning. Despite this, 79% of the students surveyed felt that the online learning experience had a negative impact on their understanding of the subject and were disadvantaged compared to traditional face-to-face teaching provision (mean 4.14 ± SD 1.06). Online physiotherapy delivery produced low student satisfaction, leaving respondents feeling disadvantaged. Decreased levels of engagement and the lack of ability to practice ‘hands-on’ skills were detrimental aspects of the online approach, with 55% (n=106) reporting they did not perceive the academic staff had the necessary skills to deliver effective online content.ConclusionsThe majority of UK physiotherapy students surveyed were dissatisfied and lacked engagement with an online learning approach within the curricula, compared with the traditional face-to-face delivery. Although several positives of both a synchronous and asynchronous delivery were highlighted, faculty must consider how they best deliver online learning content, making use of pedagogical strategies that will create as many learning and engagement opportunities as possible.

Who Teaches in Rural Schools in Underdeveloped Areas? An Investigation Based on a Survey of 5,554 Teachers from 117 Towns in H Province in Wuling Mountains Zone, China

Teacher shortage is a major hindrance to China’s rural education growth in underdeveloped areas, as well as one of the main causes of educational injustice. We conducted a survey of 5,554 teachers from 117 towns in H province in the Wuling Mountains Zone to investigate the issue of rural school teacher supply. From geographical, emotional, and institutional perspectives, we used a polynomial logit model to examine the validity of the “hometown effects” hypothesis. The findings showed that hometown effects exist in China in all three dimensions. The institutional hometown effects are the most pronounced; when compared to open recruitment, teachers sourced through teacher supply augmentation programs (such as the Secondary Normal Graduates Program, Special Position Program, and Targeted Position Program) are more likely to teach in rural schools, particularly more disadvantaged village primary schools or teaching sites. China’s policy of increasing teacher supply has had a considerable positive influence on rural school staffing. Students from rural areas make better teacher candidates; feelings for hometowns should be encouraged among normal school or university students in pre-service education; and the implementation of teacher support policies should be emphasized to retain rural teachers and improve their teaching quality.

Pelatihan Blended Learning Hypercontent with Hyperlink Menggunakan QR Code untuk Guru Sekolah Menengah Pertama sebagai Strategi Pembelajaran Matematika di Purwakarta

As we all know that the Covid-19 pandemic has paralyzed various aspects including education. In the field of education, learning habits are limited face-to-face and are required to apply strict health protocols. On the other hand, the ability of teachers to teach their field of study using online methods still has limitations, for example, the ability to design teaching materials and transfer learning using media is considered to be very limited. Training and improving teacher competence through blended learning and the use of hyper content with hyperlinks are seen as one of the solutions so that teachers can design teaching materials oriented to text and image processing by using QR Codes. The subject matter, whether text, images, graphics, diagrams, or models designed by the teacher, can be delivered by using hyper content and inserting links to being content on the internet such as YouTube, to enhance the knowledge supply of teachers and students. The training activities were carried out face-to-face at the New Building, UPI Campus in Purwakarta, involving 20 Junior High School Teachers and 18 Madrasah Tsanawiyah Teachers in Purwakarta Regency. The results of the activity show that the blended learning hyper content with hyperlink training can improve the ability of teachers in designing engaging, interactive digital modules or teaching materials that are rich in content that can be accessed online anytime and anywhere or printed and then scanned via QR Code when students want to access the provided learning content. Thus, blended learning hyper content with hyperlinks can be used as an effective solution in improving the ability of teachers to design teaching materials during the COVID-19 pandemic and the implementation of limited face-to-face learning.

Online Teaching of Chinese as a Second Language in an Emergency Situation: Methods and Findings

The purpose of this study was to identify problems teaching Chinese as a second language during the unexpected sudden lockdown in 2020 and then to propose strategies for similar future situations and better ways of planning remote teaching programs. The Covid-19 lockdown caused courses at Italian universities that are normally carried out face-to-face to be moved online. This affected language courses particularly severely. This article is focused on the experiences of staff and students involved in three Chinese language courses at two state universities in northern Italy. Background literature about online teaching is analyzed first, then the online teaching methods and tools that were used in the emergency are described and student survey results are assessed. The results are used to identify the strengths and weaknesses of the emergency online teaching provision. The possibility of using self-learning material and watching video-lessons was appreciated, but one of the main drawbacks was the lack of oral and written interaction. Actions for future development are proposed here. These include using asynchronous and synchronous tools to promote active language learning and interaction. An innovative proposal for a long-term teaching program is the flipped classroom, which would allow students to undertake self-learning at home but with a focus on interactions and practical activities during face-to-face classes.

181 Peer-to-peer teaching as a learning tool for SHOs working in a highly specialist centre

IntroductionNeurology can be challenging for SHOs working at highly specialist centres. Clinical exposure might be limited by firm-based systems and teaching, which is often targeted to more senior trainees, covers rare conditions. This is reflected in GMC survey data from IMT/CMT trainees, which has been poor at NHNN in recent years.MethodsWe developed a novel peer-teaching programme, which was open to SHOs and physician associates. It consisted of weekly sessions led by an SHO with a supervising SpR present. Data on the provision of teaching for SHOs, on learning about topics covered within and outside individual firms, and on teaching opportunities, was collected prior to the programme. We repeated data collection after a 3-month trial of the teaching programme.ResultsWe demonstrated significant improvements in trainee perception of overall SHO teaching provision (p=0.014) and in opportunities to develop their own teaching (p=0.01), as well as learning about neuro- logical conditions/topics outside of their own firms (p=0.011). Teaching was consistently well attended and received positive free text responses in the questionnaires.ConclusionNeurology SHO peer-teaching creates an effective learning environment to facilitate learning about neurological topics appropriate to training level, where trainees can also improve their own teaching skills.clc70@doctors.org.uk

Using digital innovation to support anatomy and surgical education during the pandemic

The COVID‐19 pandemic has had a detrimental impact on healthcare education. With restricted access to traditional teaching aids such as the cadaver, educators had to adapt their teaching practise to minimise disruptions to students’ educational process. However, cadaveric dissection is highly regarded as a key component of anatomical and surgical education. This was particularly challenging when teaching was purely online due to pandemic restrictions. To accommodate the shift to online delivery only, the Anatomy Department at Brighton and Sussex Medical School (BSMS) adopted a variety of synchronous and asynchronous teaching methods. As part of this strategy, the department extended its provision of anatomy teaching by live streaming cadaver dissections to first year medical students (n=220). BSMS was the first UK medical school to use this innovative digital tool. A Virtual Reality in Medicine and Surgery (VRiMS) course was also developed to provide training to surgeons worldwide. This work explores the place of cadaver‐based education in a true blended learning provision.Cadaver dissections were live streamed from the dissection room using operating theatre lights and a 4K camera via Microsoft Teams. These sessions were also interactive in nature, allowing students to ask questions throughout the dissection. Student feedback was collected through module and end of year evaluations. The VRiMS course provided a platform to demonstrate surgical procedures on cadavers using live streaming with virtual reality or 360 cameras. Surgeons were able to choose multiple camera angle perspectives through virtual reality headsets. Course participation data was used to determine the useability of this novel method of teaching and training.Module evaluation showed that the overall quality of delivery for anatomy practical sessions was rated as good and very good by 86% of the cohort. Moreover, 93% of students found the material to be just right. In the end of year evaluation, students have indicated that live streamed dissection sessions were one of their favourite aspects and has had a positive impact on their time at BSMS. In total, 1354 participants from around the world have watched 923 hours of live broadcasted content across four VRiMS courses to date. The course has seen a 52% increase in participation rate since its launch.The evaluation findings suggest that a hybrid learning approach with the use of live streaming for anatomical education has had a positive outcome on student satisfaction. Furthermore, VRiMS course participation data indicates that virtual reality has a promising future in surgical training. Live streaming and virtual reality have proved successful in bringing the dissection room to medical students and surgical trainees during unprecedented circumstances. This approach has the potential to prevent the complete loss of interactive cadaver‐based education and a probable solution to cadaver scarcity.

Teachers Evaluation of Concurrent and Consecutive Teacher Education Models in South-west, Nigeria

The provision of quality teachers is central to a nation’s education system. This study evaluated two universities, based on teacher education curriculum models (concurrent and consecutive) using Stake’s Antece-dents-Transactions-Outcomes (ATO) evaluation model, on the subject content and education components. The study was a descriptive type using a survey method. The sample comprised 514 teachers from selected secondary schools (188 consecutive and 326 concurrent), Research instrument was the Teachers Questionnai-re on Evaluation of Models of Teacher Education Curricula (TQEMTEC). The results indicated that teachers rated the consecutive teacher education curriculum model to be better. On the improvements needed, teacher educators suggested the inclusion of special education and more subject contents area for students enrolled in the concurrent, and an increase in the number of years for the pedagogical and practical aspects of the consecutive models. Results of the hypotheses indicated a significant difference between the views of tea-chers exposed to the concurrent and those exposed to consecutive teacher education models on subject con-tent, (t =2.47; df=512; Sig= 0.014 p 0.05). Based on the findings, a recommendation was made that the two models of teacher education should be further strengthened through improved subject content, particu-larly for the concurrent teacher education program.