Effects of Professional Status, Subject Discipline and Computer Access on Computer Attitudes among Teacher Educators in Nigerian Colleges of Education

2005 ◽  
Vol 4 (2) ◽  
pp. 158-162 ◽  
Author(s):  
Jegede . ◽  
Philip Olu . ◽  
Owolabi . ◽  
Josiah .
Keyword(s):  
Teacher Educators ◽  
Computer Attitudes ◽  
Professional Status ◽  
Colleges Of Education ◽  
Computer Access

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 Using Youtube in Colleges of Education

2020 ◽  
Vol 8 (2) ◽  
pp. 21-24
Author(s):  
A Srinivasacharlu
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Colleges Of Education ◽  
Growing Up ◽  
Learning Tool ◽  
New Methods ◽  
Teacher Trainees ◽  
Present Generation ◽  
Digital Entertainment

Present generation learners are growing up with digitalization. Educators are increasingly understanding and adapting new methods of teaching laced with digitalization. YouTube, an important off shoot of digitalization, is leading the charge as the most multipurpose medium for content transactions in the classroom and outside the classroom. It not only provides digital entertainment but also provides a great environment for learning. YouTube has multiple  advantages for teacher educators and teacher trainees. Teacher educators and teacher trainees search YouTube for any information or clarification on a topic. Using YouTube in the classroom can bring efficiency in teaching and learning. Considering its endless services, there is no surprise that Youtube has been ranked the highest as a preferred learning tool. The teacher educators and teacher trainees can follow the prescribed procedures for creating and uploading effective videos on YouTube. Teacher educators can use YouTube in their class with all precautions and well planning.

Power, Knowledge, and the Rationalization of Teaching: A Genealogy of the Movement to Professionalize Teaching

1992 ◽  
Vol 62 (2) ◽  
pp. 123-155 ◽  
Author(s):  
David Labaree
Keyword(s):  
Teacher Educators ◽  
Classroom Instruction ◽  
Teaching Practice ◽  
Task Force ◽  
Professional Status ◽  
Key Factors ◽  
Holmes Group ◽  
Teacher Professionalization ◽  
Current Movement

In this article, David Labaree presents a genealogy of the current movement to professionalize teaching, focusing on two key factors that define the lineage of this movement and shape its present character and direction. First, he argues that teacher professionalization is an extension of the effort by teacher educators to raise their own professional status. Second,he examines the closely related effort by this same group to develop a science of teaching. Given these roots, the reforms proposed by the Carnegie Task Force on Teaching as a Profession and The Holmes Group may well do more for teacher educators than for teachers or students. More importantly, they may promote the rationalization of classroom instruction by generating momentum toward an authoritative, research-driven, and standardized vision of teaching practice.

scholarly journals Influence of Teacher Educators on the Development of Prospective Teachers’ Personal Epistemology and Tolerance

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824402091463 ◽  
Author(s):  
Bo Ning ◽  
Irfan Ahmed Rind ◽  
Muhammad Mujtaba Asad
Keyword(s):  
International Development ◽  
Prospective Teachers ◽  
Teaching Strategies ◽  
Teacher Educators ◽  
Personal Epistemology ◽  
Colleges Of Education ◽  
Social Dimensions ◽  
Post Intervention ◽  
Bachelor Of Education ◽  
Teacher Students

This article examines the influence of teacher educators (TEs) on the development of epistemology and tolerance among the prospective teachers (PTs) studying in a newly introduced 4-year Bachelor of Education (BEd) program offered in the Departments of Education of Universities (DoEUs) and Government Colleges of Education (GCEs) in Pakistan. The new BEd is part of United States Agency for International Development (USAID)–led teacher education reforms in Pakistan to curtail the teaching of extremist values that are implicated in breeding extremism. The stated policies and recommended practices of the program are based on the principles of constructivism, critical thinking, creativity, and effective communication, which are expected to shape the PTs’ ways to conceptualize knowledge and knowing, and ultimately their attitude to different social dimensions. Considering that the aforementioned reforms have not focused on the development of the TEs, it is worth examining how the traditionally trained TEs implement this new program, and to what extent they are shaping the epistemology and attitude of the PTs. Using a descriptive quantitative pre–post intervention design, this study collected data on the epistemic and tolerance development of PTs of a DoEU and a GCE. Data were also collected on TEs’ epistemology, tolerance, teacher–students interactions, and teaching strategies. The analysis highlights a significant relation of TEs’ epistemology and tolerance on their teaching strategies as well as on the development of the PTs’ epistemology and tolerance.

scholarly journals TRIGONOMETRIC CONCEPTS: PRE-SERVICE TEACHERS’ PERCEPTIONS AND KNOWLEDGE

2018 ◽  
Vol 9 (2) ◽  
pp. 169-182 ◽  
Author(s):  
Michael J. Nabie ◽  
Peter Akayuure ◽  
Ussif A. Ibrahim-Bariham ◽  
Seidu Sofo
Keyword(s):  
Teacher Preparation ◽  
Conceptual Knowledge ◽  
Teacher Educators ◽  
Sampling Technique ◽  
Northern Region ◽  
Descriptive Statistics ◽  
Colleges Of Education ◽  
Teachers Perceptions ◽  
Convenience Sampling ◽  
Second Year

This paper explored pre-service teachers’ perceptions and knowledge of trigonometric concepts. Convenience sampling technique was used to select a sample of 119 (25 females, 94 males) second year science/mathematics pre-service teachers from two Colleges of Education in the Northern Region of Ghana. Trigonometry Perception Questionnaire (TPQ) and Trigonometry Assessment Test (TAT) were used to collect data on pre-service teachers’ perceptions and conceptual knowledge of trigonometry. Data were coded and keyed into Statistical Package for Service Solutions (SPSS version 20) and analysed using descriptive statistics. The results suggested that pre-service teachers perceived trigonometry as abstract, difficult and boring to learn; and had limited conceptual knowledge of basic trigonometric concepts. Consequently, more that 50% of them were unable to construct and reconstruct the appropriate mental structures for meaningful understanding to enable them respond to important basic trigonometry tasks. To achieve quality mathematics education, teacher educators must change their instructional practice and teach for understanding.  Since understanding is the key to teacher’s instructional actions, processes and knowledge, we recommend teaching trigonometry for understanding during teacher preparation.

Assessing van Hiele’s geometric thinking levels among elementary pre-service mathematics teachers

2021 ◽  
Vol 9 (4) ◽  
pp. 844-851
Author(s):  
Ernest Larbi ◽  
Keyword(s):  
Mathematics Teachers ◽  
Teacher Educators ◽  
Survey Design ◽  
Colleges Of Education ◽  
Mathematics Teacher Educators ◽  
Teaching Geometry ◽  
Geometric Thinking ◽  
Study Participants ◽  
Descriptive Survey

Teachers’ geometric thinking is crucial to teaching efficacy in geometry since teacher knowledge or thinking serves as a basis for the quality of instruction provided for students’ learning. Teachers’ thinking about geometry has attracted much attention among mathematics education researchers. This study therefore aimed at assessing elementary pre-service teachers’ geometric thinking within the first three levels of van Hiele’s model. The study was guided by three objectives. The objectives were to (1) assess the distribution of van Hiele’s geometric thinking among the study participants, (2) determine if the participating pre-service teachers’ geometric thinking is significant for teaching geometry, and (3) find out if any difference in geometric thinking of the pre-service teachers existed with regard to gender. The study used the descriptive survey design. The study participants were prospective mathematics teachers drawn from four Colleges of Education in the Bono Region and Ashanti Region of Ghana. The Colleges were randomly selected for the study. The study participants comprised 217 pre-service teachers. The van Hiele’s test instrument was adapted and pilot tested to assess the internal consistency of the items in the various levels. The calculated reliability coefficient of the instrument ranged from 0.71 to 0.74. The instrument was administered to the study participants on the scheduled date. Data generated from the participants were analysed based on the study objectives. Findings from the analyses show that pre-service teachers have limited geometric thinking within the first three levels. However, their geometric thinking of the levels assessed was found to be significant which could have some impact on teaching geometry. Findings also reveal gender differences in pre-service mathematics geometric thinking. It is recommended that conscious effort must be made by mathematics teacher educators in the Colleges of Education to deepen the pre-service mathematics teachers’ geometric thinking.

MEASURING ATTITUDE TOWARDS COMPUTER OF SECONDARY SCHOOL TEACHERS- AFFECTIVE DOMAIN

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Lata S. More (Surwade)
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Computer Attitudes ◽  
Colleges Of Education ◽  
Urban Teachers ◽  
School Teachers ◽  
Computer Attitude ◽  
Rural Teachers ◽  
Urban Group ◽  
Female Teachers

The present study examines Cognitive and Affective Computer Attitudes of Secondary Teachers 300 teachers (170 male and 130 female – belonging to Urban area – 160 and Rural area – 140) were randomly selected from Colleges of Education affiliated to North Maharashtra University, Jalgaon. Computer attitudes scale (Cognitive and Affective) developed by D.Kumaran and K. Selvaraju was used for data collection. The result indicate that – (a) Teachers have a favourable computer attitude. (b) Sex and subject of specialization (faculty) have no significant influence on cognitive computer attitude, affective computer attitude and computer attitude. (c) Urban teachers have more favourable cognitive computer attitude, affective computer attitude and computer attitude than Rural teachers. (d) In urban group, male teachers have more favourable affective computer attitude and computer attitude than those of female teachers, whereas both male and female teachers do not differ in respect of cognitive computer attitude.

Promoting English-as-a-medium-of-instruction (EMI) Teacher Development in Higher Education: What Can Language Specialists Do and Become?

RELC Journal ◽  
2021 ◽  
pp. 003368822098017
Author(s):  
Rui Yuan
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Development ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Rapid Expansion ◽  
Professional Status ◽  
Medium Of Instruction ◽  
Classroom Change ◽  
University Settings

Despite the rapid expansion of English-as-a-medium-of-instruction (EMI) programs in higher education, EMI teacher education is still in its infancy. This viewpoint paper analyses what language specialists can do and become in EMI teacher education in university settings. Specifically, the paper argues that language specialists can take on a new role as EMI teacher educators and contribute to EMI teaching and teacher development in different ways, including: (1) initiating classroom change through awareness raising; (2) integrating content and language in specific disciplines through collaboration; (3) attending to EMI teachers’ social and affective needs; and (4) advocating the professional status of EMI teachers. The paper also proposes a tentative framework on EMI teacher educator identity, which can serve as a frame of reference for language specialists who are interested in embarking on a new professional path as EMI teacher educators.

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