Tag Archives: in-service training

Perception of Teachers on the Effectiveness of In-Service Education and Training at the Basic Schools in Akatsi District of Ghana (Published)

This study sought to investigate the perception of teachers on the effectiveness of in-service education and training (INSET) at the basic schools in Akatsi South District of Ghana. It also sought to find out how often in-service training programmes were organized in the district and how effective the training programme were. A descriptive cross-sectional survey was used in carrying out the investigation using a sample of 60 teachers in Akatsi District of Ghana.  Also, stratified random sampling and purposive sampling techniques were used in selecting the respondents.  The main instruments for data collection were questionnaire and interview. The study revealed that majority of the teachers perceived or rated INSET programmes organized for them as being adequate and very effective with regards to teaching and learning in the district. On the other hand, most of the head-teachers (70%) debunk the assertion made by the teachers that INSET programmes were very effective with regard to teaching and learning in the district. They were of the view that most teachers who attend in-service training did not perform effectively in their work with regard to understanding pupils’ errors, enhancing teachers’ knowledge, preparing effective lesson notes, selection and use of appropriate TLMs and interpreting the curriculum concerning teaching and learning in the district. It was recommended among others that the organizers of in-service training programmes in Akatsi district look for qualified instructors who understand the needs of the teachers to handle the various subject areas during INSET programmes and place more emphasis on the professional skill development aspect of the teacher.

Keywords: Effectiveness, Perception, in-service training

Perception of Teachers on the Effectiveness of In-service Education and Training At the Basic Schools in Akatsi District Of Ghana (Published)

This study sought to investigate the perception of teachers on the effectiveness of in-service education and training (INSET) at the basic schools in Akatsi South District of Ghana. It also sought to find out how often in-service training programmes were organized in the district and how effective the training programme were. A descriptive cross-sectional survey was used in carrying out the investigation using a sample of 60 teachers in Akatsi District of Ghana.  Also, stratified random sampling and purposive sampling techniques were used in selecting the respondents.  The main instruments for data collection were questionnaire and interview. The study revealed that majority of the teachers perceived or rated INSET programmes organized for them as being adequate and very effective with regards to teaching and learning in the district. On the other hand, most of the head-teachers (70%) debunk the assertion made by the teachers that INSET programmes were very effective with regard to teaching and learning in the district. They were of the view that most teachers who attend in-service training did not perform effectively in their work with regard to understanding pupils’ errors, enhancing teachers’ knowledge, preparing effective lesson notes, selection and use of appropriate TLMs and interpreting the curriculum concerning teaching and learning in the district. It was recommended among others that the organizers of in-service training programmes in Akatsi district look for qualified instructors who understand the needs of the teachers to handle the various subject areas during INSET programmes and place more emphasis on the professional skill development aspect of the teacher.

Keywords: Effectiveness, Perception, in-service training

Perception of Teachers on the Effectiveness of Inservice Education and Training at the Basic Schools in Akatsi District of Ghana (Published)

This study sought to investigate the perception of teachers on the effectiveness of in-service education and training (INSET) at the basic schools in Akatsi South District of Ghana. It also sought to find out how often in-service training programmes were organized in the district and how effective the training programme were. A descriptive cross-sectional survey was used in carrying out the investigation using a sample of 60 teachers in Akatsi District of Ghana.  Also, stratified random sampling and purposive sampling techniques were used in selecting the respondents.  The main instruments for data collection were questionnaire and interview. The study revealed that majority of the teachers perceived or rated INSET programmes organized for them as being adequate and very effective with regards to teaching and learning in the district. On the other hand, most of the head-teachers (70%) debunk the assertion made by the teachers that INSET programmes were very effective with regard to teaching and learning in the district. They were of the view that most teachers who attend in-service training did not perform effectively in their work with regard to understanding pupils’ errors, enhancing teachers’ knowledge, preparing effective lesson notes, selection and use of appropriate TLMs and interpreting the curriculum concerning teaching and learning in the district. It was recommended among others that the organizers of in-service training programmes in Akatsi district look for qualified instructors who understand the needs of the teachers to handle the various subject areas during INSET programmes and place more emphasis on the professional skill development aspect of the teacher.

Keywords: Effectiveness, Perception, in-service training

‘How to Change Things When Change Is Hard’: The Implementation of Pbl in University Of Zawia (Published)

Research indicates that there is a significant gap between the knowledge and skills that college students need for life and in the current state of education in higher education. Educators and researchers agreed that more must be done to prepare students for future jobs. it is clear that the traditional methods of teaching are not going to improve such skills. A growing body of academic research supports the use of project-based learning which has been considered as a teaching method for closing the gap between current students’ learning of knowledge and skills needed for the 21st century. The main objective of this research is to investigate the benefits and the challenges of the implementation of PBL in the higher education institutions in Libya mainly in three colleges at the University of Zawia as a case study. The participants of this study are 6 teachers from different departments in University of Zawia. The data analysis of the gathered data evolved that, the PBL as a teaching method, supports, facilitates and improves the learning process. It also allows students to work collaboratively and enriches their creativity.

Keywords: 21st Century Skills, Project-Based Learning, in-service training

A COMPARISON OF COUNSELLOR EDUCATION PROGRAMMES IN TWO UNIVERSITIES IN SOUTH-SOUTH NIGERIA (Published)

This paper discusses the training patterns of two universities running counsellor education programmes in South-South Nigeria. The purpose was to compare whether the programmes offered in these universities were the same or different, and their relevance in meeting the needs of the people. This has become pertinent due to the role of counselling in modifying maladaptive behaviour, which is posing a threat to the educational system in Nigeria. The areas of comparison include: the admission policy, course contents, methods of training, academic staff quality and staff development as well as availability of facilities for the programmes The analysis revealed that there were similarities between the counsellor training programmes of both universities in terms of admission policy and entry requirements, academic staff quality/staff development and methods of training using lectures and practicum. However, differences were found in their course contents, credit hour allocations and facilities, in which the programmes from the University of Port Harcourt were more diversified in meeting the needs of the society than that of the Niger Delta University as at the period of this research. Although both were involved in practicum, too much emphasis was placed on theory with little practical knowledge and skills in both universities.. This can be attributed to the way that counsellor educators themselves were taught in the various universities where they graduated. It was recommended that the Counselling Association of Nigeria should evolve a professional enhancement programme for its members in addition to the government offering sponsorship for counsellor educators to visit other universities outside Nigeria in an exchange programme in order to gain adequate practical experience, ensure programme uniformity and ensure the provision of better facilities by the government for counsellor training. Others include the extension of the period of practicum and requesting TETFUND assistance in training/re-training of counsellor educators.

Keywords: Universities, counsellor education, in-service training, practical skills, programme uniformity