scholarly journals Age and ICT-Related Behaviours of Higher Education Teachers in Nigeria

10.28945/3384 ◽  
2009 ◽  
Author(s):  
Philip Jegede
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Educators ◽  
Study Data ◽  
Colleges Of Education ◽  
Chi Square ◽  
Use Pattern ◽  
Teacher Education Institutions ◽  
Effect Of Age ◽  
One Way Anova

The study examined ICT attitude, competence, and use pattern of teacher educators. It also examined the effect of age of educators on time used in interacting with ICT. Four hundred and sixty seven teacher educators from 10 teacher education institutions (5 colleges of education and 5 universities) participated in the study. Data were collected with the aid of four research instruments. Resulting data were analyzed using One-way ANOVA and Chi-square statistics. Findings revealed that age is not a factor when considering the attitudes, competence and use pattern of teacher educators. In addition, age was not found to affect the time used on ICT by higher education teachers in Nigeria.

Curriculum of Teacher Education Programme: What Do Teacher Educators Say?

2021 ◽  
pp. 225-234
Author(s):  
Indrajeet Dutta ◽  
Sonal Chabra ◽  
Vanita Chopra
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Attitude Scale ◽  
Colleges Of Education ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
University Departments ◽  
New Vision

India has one of the largest systems of teacher education in the world. Besides the university departments of education and their affiliated colleges, government and government aided institutions; private and self-financing colleges and open universities are also engaged in teacher education. Though most teacher education programmes are nearly identical yet their standards vary across institutions and universities. However, teacher education curriculum across the country has been blamed for ineptitude and needs urgent reforms. Teacher educators are a pivotal point of this programme and their opinion regarding the curriculum is very important. Keeping the above in mind, the present study aimed to find out the attitude of teacher educators towards existing teacher education curriculum and the needed renewal in teacher education curriculum. Data was collected from randomly selected 107 teacher educators working in colleges of education affiliated to GGSIPU and M.D.U. A five point attitude scale was developed by the researchers for the purpose of ascertaining their attitude. The findings revealed that teacher educators are largely in disagreement with the current curriculum and hold that a new vision needs to be made for the education of teachers as per the present needs of globalisation, RTE norms, and adoption of inclusive education.

scholarly journals Towards an Understanding of the Work of Teacher Education Professoriate in India

2018 ◽  
Vol 6 (1) ◽  
pp. 101-114
Author(s):  
Rajashree Srinivasan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Education System ◽  
Teacher Educators ◽  
Teacher Educator ◽  
School Education ◽  
Work Identity ◽  
Education In India ◽  
New Vision

Reforming the teacher education system has been a key government policy towards improving school education in India. While recent curriculum and governance reforms articulate a new vision of teacher education that underscores a symbiotic relationship between teacher education and school education, it fails to engage enough with the most important participant of the teacher education system—the teacher educator. Changes to curriculum and governance process in the absence of a pro-active engagement of teacher educators with the reforms can do little to influence the teacher education processes and outcomes. The work of pre-service teacher educators is complex because their responsibilities relate to both school and higher education. The distinctiveness of their work, identity and professional development has always been marginalized in educational discourse. This article analyses select educational documents to examine the construction of work and identity of higher education-based teacher educators. It proposes the development of a professional framework of practice through a collective process, which would help understand the work of teacher educators and offer various possibilities for their professional development.

Regional origins of student teachers at the University and College in Bath

1980 ◽  
Vol 23 (1) ◽  
pp. 1-5
Author(s):  
K. Austwick ◽  
K. A. Carter
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Student Teachers ◽  
Colleges Of Education ◽  
General Study ◽  
The Future ◽  
One Year ◽  
The University

Entry into teaching in the future is likely to be via three main routes-the B.Ed. degree, offered in many of the former Colleges of Education; a degree followed by a one-year postgraduate certificate in education; and a concurrent course. All three routes are available in Bath, in either the University or the College of Higher Education, and all are validated by the University. This paper seeks to trace the regional origins of the students who are recruited to these courses and to make some comparison with a more general study of the University's undergraduate intake in 1968 carried out by G. H. Hones (1973). Some similarities exist between the College intake of today and the University intake of 1968, but there are some interesting differences in recruitment to teacher education between the three routes.

scholarly journals A Study of Evaluation Methods of Teaching Practice of Distance Teacher Education Institutions

2021 ◽  
Vol 6 (2) ◽  
pp. 42-56
Author(s):  
Fouzia Younas
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Continuous System ◽  
Monitoring And Evaluation ◽  
Education Institution ◽  
Evaluation Methods ◽  
Chi Square ◽  
Evaluation Of Teaching ◽  
Teacher Education Institutions

This study was aimed to investigate evaluation methods of teaching practice of distance teacher education institutions in Pakistan. Major objectives of the study were: to examine the evaluation methods of teaching practice used in distance teacher education institutions; to analyze the effectiveness of teaching practice at distance teacher education institutions; and to find out the problems/weaknesses in evaluation of teaching practice in these institutions. The population was consisted of all the supervisors of distance teacher education institution offering teacher education programmes. Allama Iqbal Open University Islamabad in Pakistan is example of distance education. Two questionnaires were developed on the basis of related literature for prospective teachers and supervisors to get the responses. The data were collected by administering the validated questionnaires. Randomly 200 respondents were selected. The data were analyzed and interpreted by using percentages and two-way chi-square square techniques. Inferred results were discussed and reported. The major conclusions of the study were that the prospective teachers of distance teacher education institutions are not very satisfied with the duration of teaching practice. Some of the recommendations are that there is a need to put in place a continuous system of monitoring and evaluation of teaching practice including observations of prospective teachers for distance teacher education institutions. The time period of teaching practice may be increased. Self-evaluation of prospective teachers may be included in the evaluation of teaching practice.

scholarly journals Assessment of Nigerian Teacher Educators’ ICT Training

10.28945/3337 ◽  
2009 ◽  
Author(s):  
Philip Jegede
Keyword(s):  
Teacher Educators ◽  
Chi Square ◽  
Southwestern Nigeria ◽  
Ict Skills ◽  
Software Skills ◽  
Training Institutions ◽  
Ict Training ◽  
Training Background ◽  
Training Delivery ◽  
One Way Anova

The study examines the nature and impact of ICT trainings received by teacher educators in Southwestern Nigeria teacher training institutions. Four hundred and sixty nine teacher educators participated in the study by responding to three research instruments. The instruments enquired information on ICT training background, competence and use level of teacher educators. Data were analyzed using descriptive statistics, one-way ANOVA and Chi-square. Result showed that more than half of the educators had been exposed to one form of ICT training or the other. But trainings had hardly included the use of ICT in instruction. Most of those trained received their training directly from the institution. Educators preferred mostly the inclusion of software skills on teachers’ ICT training curriculum. It was also found that training delivery has no varying effect on basic ICT skills.

scholarly journals Factors Influencing Teacher Educators’ Research Engagement in the Reform Process of Teacher Education Institutions in Myanmar

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110613
Author(s):  
May Thu Kyaw
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Qualitative Content Analysis ◽  
Case Study Research ◽  
Reform Process ◽  
Related Factors ◽  
Design Data ◽  
Research Engagement ◽  
Research Activities ◽  
Teacher Education Institutions

This study addresses how similar teacher education institutions differ in terms of teacher educators’ research engagement and what causes these differences. Underlying factors were explored by comparing teacher educators’ research engagement at two Education Colleges in Myanmar that differed in terms of the educators’ research activities. Applying the qualitative case study research design, data were drawn from a document analysis and semi-structured interviews with the college principals and teacher educators. Institutional expectation and encouragement for teacher educators’ research engagement, their views on research, ways of their research engagement, and the motives and challenges in each case were scrutinized using a summative approach to qualitative content analysis. The findings demonstrate that personal, institutional, policy-related, and system-related factors influence teacher educators’ research engagement. This suggests that, apart from the consideration of intrinsic and extrinsic motivation, teacher educators’ autonomy in their research engagement should be secured and their policy awareness and buy-in assured.

scholarly journals Reshaping Teacher Education in a Knowledge Society: Chaos and Collingwood

2006 ◽  
Vol 1 (2) ◽  
Author(s):  
Lynn Speer Lemisko ◽  
Bryant Griffith ◽  
Marc Cutright
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Chaos Theory ◽  
Global Economy ◽  
Teacher Educators ◽  
New Technologies ◽  
Knowledge Society ◽  
New Age ◽  
Business World ◽  
Ways Of Thinking

There is a widely held belief that we have entered a new age – an age defined by terms such as the global economy, the global village, and the information age. As the political and business world act and react to this new age, these sectors seek to influence higher education by demanding positivistic and pragmatic approaches to planning, pedagogy, and curriculum development. As institutions of higher education respond to the demands arising from the knowledge society and as the uncritical use of new technologies multiplies, it is incumbent upon teacher educators to clarify their purposes and procedures. The authors argue that exhilarating and empowering ways of thinking and doing in teacher education could arise out of the convergence of the metaphorical application of chaos theory and the type of historical thinking proposed by Robin George Collingwood. To demonstrate how these ways of thinking might come together to counteract the dominant mythologies of positivism, they provide brief outlines of the salient features of chaos theory and of Collingwoodian thought and then explore how these ways of thinking could be utilized to shape teacher education.

scholarly journals Developing Knowledge and Leadership in Pre-Service Teacher Education Systems

2015 ◽  
Vol 31 (2) ◽  
pp. 194-207 ◽  
Author(s):  
Jo-Anne Ferreira ◽  
Lisa Ryan ◽  
Julie Davis
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education For Sustainability ◽  
Change Strategies ◽  
Education Systems ◽  
Pre Service Teacher Education ◽  
Teacher Education Institutions ◽  
Pre Service Teacher ◽  
Academic Area ◽  
Change Efforts

AbstractPre-service teacher education institutions are large and complex organisations that are notoriously difficult to change. One factor is that many change efforts focus largely on individual pre-service teacher educators altering their practice. We report here on our experience using a model for effecting change, which views pre-service teacher education institutions and educators as a part of a much broader system. We identified numerous possibilities for, and constraints on, embedding change, but focus only on two in this article: participants’ knowledge of change strategies and their leadership capacities. As a result of our study findings and researcher reflections, we argue that being a leader in an academic area within pre-service teacher education does not equate to leadership knowledge or skills to initiate and enact systems-wide change. Furthermore, such leadership capacities must be explicitly developed if education for sustainability is to become embedded in pre-service teacher education.

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