University Tutors Research Articles

Building agency in school–university partnerships: lessons from collaborative research during the pandemic

PurposeThe literature highlights the disconnection between university-based teacher education and field experiences as a significant barrier to student teacher preparation. To address this gap, the Research Teams (RTs) programme promotes a Networked Learning System (NLS), focusing on boundary-crossing work, inquiry and critical reflection to generate knowledge. This paper examines the emergence of relational and collective agency within this collaboration, linking school and university knowledge to enhance professional learning and drive teaching innovation.Design/methodology/approachEmploying an exploratory qualitative design, data collection includes advising team notes, reflective session materials, interviews and focus groups. Qualitative content and discourse analysis were utilised.FindingsFindings reveal how RTs promote relational agency among university tutors, school staff and preservice teachers and collective agency in the context of collaborative research. The pandemic presents both social interaction opportunities and challenges.Originality/valueThe relevance of this study lies in the necessity to advance knowledge regarding the development of collaborative learning systems that encourage cross-institutional relationships, allowing for the creation and flow of knowledge. It highlights the role and development of collective and relational agency in fostering the development of a NLS. It also raises questions about the challenges and investments needed to sustain and scale collaborative research models that cross professional and institutional values and beliefs within schools and universities.

Influence Of Principals’ Supportive Leadership Style On Tutors’ Support For Implementation Of Performance Appraisal Of Tutors In Public Primary Teachers Training Colleges In Kenya

The study objectives sought; to establish the influence of principals’ supportive leadership style on tutors’ support for implementation of performance appraisal in public primary teachers training colleges in Kenya. The study employed descriptive research design. The target population comprised of 840 tutors and 21 principals drawn from the 21 public teachers training colleges in Kenya as of 2021. Stratified proportionate random sampling was used to select 271 tutors in teachers’ training colleges in Kenya. Census was used to select all the 21 principals of training colleges in Kenya. Primary data were collected using questionnaire for tutors and interview guide for the 21 Principals. The study findings demonstrated that supportive leadership style of principals showed a significant positive effect on tutors' support for performance appraisal (β = 0.386, p < 0.001). The study concluded that principals' leadership styles supportive is critical determinants in enhancing tutors' engagement and commitment to the appraisal process. There is need for the college management to provide the necessary teaching and training materials to support the effective implementation of performance appraisal programmes. There is also need for tutors to present their past output so that it can inform supportive principal what is necessary for a better working environment. The study also recommends that the MoE, alongside college management, prioritize the creation of policies that promote a supportive and safe working environment. This could include mentorship programs for tutors, flexible scheduling, and recognition and reward systems to acknowledge tutors’ professional growth and accomplishments

Exploring a Synchronous Hybrid Observation Approach for Supporting Student Teachers during School Placements

This article presents findings from an international study examining a synchronous hybrid approach for observing and supporting student teachers on their school placement. This novel approach emerged from previous studies conducted during the COVID-19 pandemic and involves university tutors synchronously supervising student teachers from two locations: one tutor face-to-face in a school-based classroom and another virtually, from a remote setting such as a university campus. The qualitative case study adopts a focus group method to explore the views of participating school placement tutors from universities in Ireland and Australia about the benefits and challenges of this approach. Findings suggest that this new approach enhances supervisors’ observation and feedback practices and enables enriched collaboration and professional dialogue between student teachers and their tutors. Future research directions are also shared to advance the field.

Strengthening Education Systems through Development of Champion Teacher: The Experience of Implementation of the F4L Project in East Africa

Current trends in education are shaping school culture, whereby teaching and learning processes are being challenged to adjust from practices that have been taken for granted. Teachers who are the engine of teaching and learning are expected to be at the forefront of finding solutions to teaching and learning processes. Teachers’ education colleges are responsible for preparing pre-service teachers with new skills that will allow them to succeed professionally upon graduation. Tutors in teacher colleges are also expected to continue to support in-service teachers through teacher professional development. The success of these processes calls for tutors whose teaching practices are exceptional. Such are referred to as champion teachers; individuals who are always looking for ways to better themselves and modify their teaching strategies to meet the various needs of their pupils. The whole process of developing such tutors calls for the strengthening of education systems through interventions that are based on proven theoretical approaches. This paper examines the Foundation for Learning (F4L) project, a five-year endeavor spanning several East African countries to develop “champion teachers.” The project sought to systematically improve teacher capacity through workshops by stressing pedagogical competence and a lifelong learning attitude. It also covered areas such as gender-responsive pedagogy and integration of technology. Results show improvements in participants’ knowledge, abilities, and attitudes; champion teachers who exhibit technological competence and a dedication to diversity have emerged. Project outcomes stress the need for well-thought-out programs and strategic planning of change initiatives. To sum up, the F4L initiative is a prime example of a transformative teacher development activity, supporting inclusive and sustainable teaching practices in East Africa.

Teacher Education during the COVID-19 Pandemic: Tensions and Challenges of Initial Teacher Training Practices

The objective of the study is to characterize the ways of understanding and functioning of the formative triads of pedagogical practices, based on the decisions, tensions, and challenges faced by the initial teacher training programs in times of pandemic. The research used a qualitative-phenomenological perspective, inquiring into natural situations experienced by the formative triads of the pedagogical careers of 23 Chilean universities with recognized trajectories in teacher training. The interviews were conducted when the country was in a health emergency, that is, when schools and universities were carrying out remote teaching. The results show that the pandemic transformed the collaborative links between schools and universities, some links were broken, and others were strengthened, showing that the functioning of the triads is more declarative than real. In addition, the trainers (university tutor teacher and school guide teacher) faced two disconnected scenarios (school and university) that did not provide them with clear guidelines and concrete support for the development of their roles. This research has relevance for teacher training programs because it stresses the design of action plans to give continuity to practices in emergency situations and orients the evaluation of practice models to decide if they have the conditions to implement a model based on the formative triad.

Perspectives from university tutors on the use of collaborative enquiry‐based approaches to develop pre‐service teachers' pedagogies and understanding of inclusive practice

Perspectives from university tutors on the use of collaborative enquiry‐based approaches to develop pre‐service teachers' pedagogies and understanding of inclusive practice

Scheduling online oral assessments using an iterative algorithm: A profound software for educational continuity

In response to the socioeconomic effects of the global COVID-19 pandemic, including the disruption of educational continuity, an online oral assessment solution is proposed. While the next pandemic is unpredictable, the need for effective student assessment during lockdown is essential. This paper presents an iterative algorithm for scheduling online oral examinations as a profound software innovation capable of securely assessing students remotely while adhering to COVID-19 safety requirements. The efficacy of the software was tested by university tutors and undergraduate students for 60 days on local and web hosts. The results show that the algorithm offers optimal performance despite extraneous factors such as bandwidth capacity, operating system type, and client-side web browsers. The software manages the systematic random pairing of examiners, sessions, courses, and candidates, as well as the automated generation of question papers with a marking rubric. This invention would largely provide assessment entities with significant pedagogical, financial, and technological benefits while ensuring educational continuity regardless of the pandemic's status.

Research on the Construction of High-level Postgraduate Tutors Team based on Reform of Scientific and Technological Management System

The postgraduate tutor is the key force of postgraduate training and the first responsible person of postgraduate training. The postgraduate tutor team is the key factor to ensure the quality of postgraduate education. In order to better respond to the challenges brought by the reform of the scientific and technological management system in the new era, grasp the opportunities brought by the new situation, analyze and sort out the current situation and problems of the college's tutor team, and explore the construction mechanism of high-level postgraduate supervisor team under the new situation.

TEACHERS’ PERCEPTIONS TOWARDS COMMUNICATIVE LANGUAGE TEACHING: A STUDY OF ENGLISH TUTORS IN COLLEGES OF EDUCATION, GHANA

TEACHERS’ PERCEPTIONS TOWARDS COMMUNICATIVE LANGUAGE TEACHING: A STUDY OF ENGLISH TUTORS IN COLLEGES OF EDUCATION, GHANA

Developing mathematical knowledge for teaching through lesson planning and technological pedagogical content knowledge among rwandan teacher training college tutors

Developing mathematical knowledge for teaching through lesson planning and technological pedagogical content knowledge among rwandan teacher training college tutors

Financial security of tutors in Ghanaian colleges of education; a pre-retirement and post-retirement analysis

Financial security of tutors in Ghanaian colleges of education; a pre-retirement and post-retirement analysis

Lesson plan analysis protocol in assessing mathematics and science lessons

Lesson planning is important in an educational setting. This study assessed how Rwandan tutors and teachers prepare lesson plans (LPs) before implementing them in a classroom. We employed a current and standard lesson plan analysis protocol (LPAP) developed by researchers from Rwanda to code data. We collected a representative sample of 119 mathematics and science subject lesson plans from teacher training college tutors and secondary school teachers for analysis to serve its usability. The study results revealed that only 11% of collected LPs were teachable as they were rated in both a good (70-79% scores) and very good (80-89% scores) range of LPAP interpretation. It was also found that the special education needs, lesson approaches, and lesson evaluation components got low mean scores (below 50%). These components were not given appropriate attention in developed LPs. Therefore, this study suggests that tutors and teachers build a quality lesson plan based on the standard LPAP.

‘… They're talking to you as if they're kind of dumbing it down’: A thematic analysis of Black students' perceived reasons for the university awarding gap

AbstractIt is widely acknowledged that there is an awarding gap in higher education, with proportionally more White students achieving a good honours degree compared to their minoritized ethnic counterparts. Furthermore, the gap is largest between Black and White students, hence necessitating initiatives to understand the perspectives of Black students on perceived reasons for the awarding gap. Thus, the present study aimed to explore the perspectives of Black undergraduate Psychology students through the use of qualitative methodology. Sixteen participants took part in two focus groups, which were transcribed verbatim, and thematic analysis was employed to analyse the data. Self‐determination theory provided a framework for contextualising the findings. Three main themes emerged, with participants describing being exposed to signals of unbelonging such as negative racial stereotypes and microaggressions. Within this theme, they discussed their responses to these signals of unbelonging, such as conforming to perceived White norms in an effort to belong and feel ‘normal’. Participants also highlighted the role played by parental influence and relationships on their academic experience. They also discussed experiences with university tutors that were deemed unfavourable. Together, the racialised experiences identified threatened the fulfilment of their needs for competence, autonomy and relatedness. It is thus imperative that higher education institutions actively engage their Black and minoritized ethnic students in order to understand their experiences and foster a sense of belonging at university. Furthermore, the findings regarding parental influence provide an opportunity for structural redress through widening participation efforts and adequate pastoral support.

Prospective Teachers’ Learning and Practicing Assessment in Teaching Practicum: Comparative Perspective in Pre-Service Teacher Education Programmes

This study examines the challenges associated with implementing learning-supportive assessment during teaching practicum, while also exploring the roles of University Tutors (UT), Cooperative Teachers (CT), Prospective Teachers (PT), and Heads of Practicum Schools (HPS) in selected universities in Pakistan and the United Kingdom (UK). Using the qualitative case study approach, data was collected through lesson observations of UT in pre-service teacher education settings and PT in practicum schools. Additionally, interviews were conducted with UT and HPS, and a Focus Group Discussion (FGD) was held with PT. The study concludes that, in comparison to their UK counterparts, PT in Pakistan encounter significant barriers to implementing learning-supportive assessment in practicum school settings. These barriers include large class sizes, a lack of institutionalised collaboration between universities and schools, inadequate lesson modelling, ineffective feedback practices, assignments that emphasise lower-order thinking skills, and limited opportunities to utilise technology in school settings. Based on the findings, the study recommends the implementation of a new assessment policy that expands examinations beyond mere knowledge recall to include competency assessment. This policy should incorporate adherence to Pakistani teacher standards and the use of reflective portfolios. Moreover, it is advised to provide training for UT and CT in enacting assessment techniques rather than solely providing theoretical knowledge. Additionally, the study proposes the development of problem-solving assignments or projects that require PT to engage in reflection, critical thinking, imagination, and multidimensional contributions. JEL Classification Code: I20

Technological Tools and their Impact on Ghanaian Language (Twi) Lesson Delivery: The Role of the College Tutor

This investigation examined how in recent years, technological advancements have significantly transformed various aspects of education, including language (Twi) learning and teaching. The impact of technological tools on Ghanaian language (Twi) lesson delivery: The role of college tutors in integrating these tools effectively to achieve quality education cannot be over-emphasized in achieving quality education. The purpose of this investigation was to understand how the utilization of technology can enhance the teaching and learning experiences of Ghanaian languages specifically Twi, while also examining the challenges faced by tutors in using these tools in their lesson delivery. The study adopts a single research approach, qualitative data collection methods. The research design was descriptive in nature. Interviews were conducted on college tutors in Ghanaian language (Twi) departments and units to gauge their awareness, attitudes, and experiences regarding the use of technological tools in language instruction. In all, fifty (50) participants were targeted for the investigation. Focus group discussions and interviews were used to elicit significant information for the data analysis from Wesley College of Education, St. Ambrose College of Education, Akrokerri College of Education and Atebubu College of Education. The investigation revealed that most of the Ghanaian Language (Twi) tutors lack the knowledge and skills to use the technological tools. It was also identified that technological tools facilitate teaching and learning process. The Technology Acceptance Model (TAM) theory was the theoretical framework on which this investigation was conducted.

Tutorias universitárias em períodos de interrupção acadêmica: um relato a partir da experiência

ABSTRACT The social crisis and the COVID-19 pandemic represent periods of academic interruption that will affect the learning of Higher Education. Given this panorama, university tutors will acquire relevance as a strategy to be able to face this crisis and allow an exchange of experiences and emotions. The objective of this report is to present a tutorial strategy developed between the years of 2019 and 2020, in the context of an academic and psychoeducational support program of a state university in Chile. This strategy consists of six phases: (1) Initial meeting; (2) Diagnosis; (3) Planning; (4) Implementation; (5) Evaluation; (6) Close the process. The development of this proposal demonstrated the emotions importance, dialogue and the valorization of the student’s experience in their learning process and adaptation to the university. In addition, it provides an action framework for academic and psychoeducational support linked to university tutoring programs.

Influence of Principals’ Supportive Leadership Style on Tutors’ Support for Implementation of Performance Appraisal of Tutors in Public Primary Teachers Training Colleges in Kenya

The study objectives sought; to establish the influence of principals’ supportive leadership style on tutors’ support for implementation of performance appraisal in public primary teachers training colleges in Kenya. The study employed descriptive research design. The target population comprised of 840 tutors and 21 principals drawn from the 21 public teachers training colleges in Kenya as of 2021. Stratified proportionate random sampling was used to select 271 tutors in teachers’ training colleges in Kenya. Census was used to select all the 21 principals of training colleges in Kenya. Primary data were collected using questionnaire for tutors and interview guide for the 21 Principals. The study findings demonstrated that supportive leadership style of principals showed a significant positive effect on tutors’ support for performance appraisal (β = 0.386, p < 0.001). The study concluded that principals’ leadership styles supportive is critical determinants in enhancing tutors’ engagement and commitment to the appraisal process. There is need for the college management to provide the necessary teaching and training materials to support the effective implementation of performance appraisal programmes. There is also need for tutors to present their past output so that it can inform supportive principal what is necessary for a better working environment. The study also recommends that the MoE, alongside college management, prioritize the creation of policies that promote a supportive and safe working environment. This could include mentorship programs for tutors, flexible scheduling, and recognition and reward systems to acknowledge tutors’ professional growth and accomplishments.

The process of challenge formation in Iranian nursing education: A grounded theory study with model presentation.

Nursing education faces many challenges that must be identified and removed to improve nursing education and promote the quality of nursing care. Identifying the challenges of nursing education helps to solve or correct the weaknesses and achieve educational goals, which ultimately help to train skilled professionals capable of providing higher quality care to patients. The present study was conducted with the aim of explaining the experiences of nursing tutors in regard to the process of challenge formation in nursing education in Iran. This is a qualitative study with a grounded theory approach that was conducted in two stages. In the first stage, which took about 9 months, 18 experienced nursing tutors with managerial positions were selected by purposeful sampling from universities across the country. Data were collected through semi-structured interviews, field notes, observation, and memos. Data analysis was done by Corbin and Strauss method through MAXQDA software version 10. In the next step, using the method of Walker and Avant (2011), concepts and statements were gathered within a whole and a model was presented. Twelve male university tutors and six female tutors participated in this study. The mean age of the participants was 45.38 ± 2.1 years, and their mean work experience was 18.66 ± 3.8 years. The findings showed that the challenges of nursing education could be categorized into three categories (defective educational cycle, efforts to restore the educational structure, and learning is a member of educational family), and 12 subcategories. After analyzing the data, trying to provide a need-based education was determined to be the central theme of this study. The components of model developed in this study were presented in the three axes of improving the tutor's teaching skills, managing the situation and educational facilities, and facilitating student's participation in the education process and decision-making. Identifying barriers and facilitators of need-based education in health policy making can enable nurses to build a better future for their nursing position. To provide need-based education, it is necessary to create a suitable ground and platform for proper education. Such platform and ground are a necessity of educational, therapeutic, and community environments. To achieve this goal, it is recommended to improve the professional capabilities of tutors and support educational organizations.

The Challenge of Classroom Assessment: Analyzing the Discourses of Primary School Teachers from Chile

Research worldwide highlights the lack of teachers’ assessment literacy and shows their beliefs and feelings about being unprepared to face classroom assessment. The same reality has occurred in Chile (Latin America), where participants in this investigation expressed their lack of assessment literacy during their tertiary education. Therefore, following the interpretative paradigm with a qualitative approach, this study tried to reveal how primary school teachers from Chile are prepared for classroom assessment, and if their knowledge of assessment literacy has an impact on their classroom assessment practices. Primary school teachers and university tutor teachers were part of the study (n = 12). Tutor teachers also shared their university study program of the assessment module they taught, which was analyzed and compared with the participants’ answers. Semi-structured interviews were conducted. Themes and codes were defined to organize the data and were analyzed using the discourse analysis technique. The findings of this study reveal that primary school teachers from Chile would prefer a better initial teacher education to improve their performance. Moreover, they manifested the necessity of ongoing support in their professional development to enhance their assessment literacy, and consequently, strengthen the quality of their teaching-learning process inside the classroom.

Job Satisfaction and Commitment in Ghana: Perspectives from College Tutors

Recruiting and persuading teachers to stay in their jobs is a key educational challenge in Ghana. Growing demands and expectations on teachers have resulted in higher turnover. Based on this context, the major goal of this study was to assess if job satisfaction predicts the organisational commitment of college of education tutors. To accomplish this goal, this study set out to investigate and produce a hypothesis that explains and specifies the variables of job satisfaction and organisational commitment and the links between these variables. A quantitative cross-sectional survey was utilised to determine if job satisfaction predicts organisational commitment in colleges of education. The study’s target demographic was tutors at Ghana’s public colleges of education, with a sample size of 319. Questionnaires were used to gather data. The hypothesis was tested using multivariate multiple regression, structural equation modelling, and process analysis. According to the findings of the hypothesis, communication, a sub-dimension of job satisfaction, predicted affective commitment. Once again, co-workers and communication predicted normative commitment. Job satisfaction predicted organisational commitment. Focusing on building good job satisfaction among tutors in Ghana will assist in development of varied degrees of commitment. It is thus concluded that those who are satisfied in their jobs exhibit positive traits like greater performance, improved workflow and increased productivity. The study’s findings indicate that job satisfaction was a predictor of organisational commitment among tutors in Ghana. It is therefore recommended that principals and the Ghana Tertiary Education Commission look at ways such as recognition and reward, work-life balance as well as compensation and benefits, co-workers and team dynamics to improve tutor job satisfaction.