This paper was conducted to examine the tools, strategies, and problems encountered in assessing student learning by pre-service teachers in science during their on-and-off campus clinical experience. A explanatory sequential mixed method design (Creswell, 2003) was used in this study. Three research-made instruments were used in this study: The Assessment Checklist for Student Teachers in Science, Focus Group Discussion (FGD) Questions, and the In-depth Interview Questions. There were 17 pre-service teachers participated from a teacher education institution. Findings of the study using Kruskal-Wallis One-way Analysis of Variance and Thematical Analysis using Phenomenological Reduction Method revealed the assessment tools used most frequently and least frequently, assessment strategies, and the problems encountered by pre-service teachers in science in assessing student learning. The findings also revealed that there was a significant difference in the use of rubric (p value=0.045) as the least frequently used assessment tool by pre-service teachers in science when grouped according to specialization.
In any teacher education program, the attention is always paid to the quality of feedback provided in the practicum courses as the cornerstone to improve future teachers’ teaching performance. This includes the type of feedback provided by practicum supervisors, the timing and frequency of the feedback and the way of giving feedback. This study examines the perceptions of pre-service teachers studying at Bahrain Teachers College (BTC), University of Bahrain, about the quality of feedback received from their practicum supervisors. It also aims to find out to what extent pre-service teachers are familiar with the concept of feedback and which type (s) of feedback they prefer in improving their teaching practice. A quantitative and qualitative research method was used to answer the research questions. Data were collected using a questionnaire with closed and open-ended questions for pre-service teachers who were taking TCPB 426 Teaching Practice 4 & Seminar course. The findings revealed that the participants demonstrated good level of awareness of the concept of feedback in addition to clear understanding of the role feedback plays in professional development. The quality of the feedback received from their supervisors was reported to be clear, straightforward and helpful in improving teaching performance. The findings could help in improving the quality of feedback by considering student teachers’ needs and suggestions as well as in assisting supervisors, as decision makers, in making essential modifications to provide student teachers with more effective and constructive feedback.
Impact of Singing Experiences on Professional Practice: Narratives of Five Primary School Teachers (Published)
Singing is considered as an important activity in Wesley College of Education, Kumasi in Ghana. As a Christian-dominated teacher training institution established by the Wesleyan mission in 1922, pre-service teachers are taught how to sing hymns and other songs for preparation to participate in Sunday church services and also to build a repertoire of songs for future use during their professional practice. This study employ participant narratives to examine the impact of singing experiences on teacher professional practice in the classroom and in the primary school environment.
This study is an attempt to investigate the possibility of applying PBL in some Bahraini Primary Sschools. It also aimed to explore the challenges that might occur during the application of PBL in actual classroom situation. Both questionnaire and semi-structured interviews were employed in gathering the data. A total of 24 pre-service teachers in 8 schools took part in this study during the academic year 2016/2017. The findings of the study revealed that more than 3/4 of the participants were unable to implement PBL with their students. The various challenges they encountering were also indentified. These included choosing a significant content, time management, monitoring and assessment, and lack of facilities. Finally, based on the results, some suggestions and recommendations that could help teachers, schools and decision makers in implementing PBL were offered.
The Effectiveness of Teacher Education Program: Identifying the Difficulties and Challenges Faced by the Pre-Service English Teachers (Published)
The purpose of this study is to investigate to what extent pre-service teachers apply the methods, theory, and training received during training in the teacher training program into their classroom teaching. The sample involved in the study were pre-service teachers from the Bachelor in Education TESL program who had just completed their 3-month teaching practicum and are currently in the final semester. This study employed a qualitative research design and the data sources included (open-ended) pre-service teacher questionnaires and document analysis. The questionnaire distribution phase was conducted with 68 pre-service teachers who came for a one-day post mortem of their teaching practicum. From the analysis of the qualitative data, the findings derived four themes that best described the codes from the participants’ responses: dealing with students in class, the pre-service teachers’ self-belief, the supervisors, and the schools, which reflect the difficulties and challenges faced by the pre-service teachers.
Pre-Service Teachers’ Attitude towards Application of Information and Communication Technology (ICT) As a Pedagogical Tool in Teacher Education (Published)
The study investigated pre-service teachers’ attitude towards application of Information and Communication Technology (ICT) as a pedagogical tool in teacher education. A sample of 365 of pre-service teachers of Alvan Ikoku Federal College of Education, Owerri, Imo State, Nigeria was used for the study. The descriptive survey research design was adopted in carrying out the study. A 4-point type of questionnaire titled “Pre-service Teachers’ Attitude towards ICT Application Scale (PSTAICTAS)” was used to generate data. It had reliability coefficient (r) of .76 determined using Pearson’s product moments correlation coefficient formula. The data generated was analyzed using mean and standard deviation to answer the research question while the hypothesis was tested using t-test statistical tool at 0.05 level of significance. The result of the study revealed that pre-service teachers had positive attitude towards ICT as a pedagogical tool irrespective of their gender. Based on the findings, it was recommended that educators in teacher training institutions should apply ICT tools in their lecture delivery to enable pre-service teachers benefit from it.
Infographics and Its Effects on Pre-Service Teachers’ Academic Achievement and Attitude towards Media System (Published)
Media system is a very all-embracing and all-inclusive course and as such very lucrative. It’s a course that comprises Educational Technology, Instructional Technology, Instructional System Design and their Models e.t.c. Using varieties of strategies in the teaching and learning of this course can improve learners understanding, engagement and hands-on and also facilitates learning. Therefore, in Media system, some instructional strategies should be brought to the classroom which one of them is infographics. The delimitation of this study is infographics and their effect on pre-service teachers’ academic achievement and attitude in Media system. The study is important as it can facilitate learning, contribute to design of new instructions to be used in the classrooms. The design for the study was quasi-experimental design. Solomon Four Group Design was also used. The result shows that the use of infographics increases the pre-service teachers’ academic achievement and their attitude levels. More so, infographics provide the facilitators with variety of ideas in selecting, constructing and using varieties of instructional strategies. Infographics cut across all level of learning and should be recommended for effective and efficient delivery of instructions.
The Role of Faculties of Education in the Preparation of Primary School Pre-Service Teachers for Inclusive Classrooms (Published)
Universities in South Africa are responsible for training primary school teachers. These teachers should be competent to teach learners with and without disabilities in the same classroom environments. With the exception of very few universities in South Africa, the majority offers courses that do not adequately prepare teachers for inclusive classrooms. This quantitative study was pegged on the literary debate and used the Modified Survey of Attitudes towards Inclusion of Learners with Special Needs to collect data from 149 primary school pre-service teachers. The findings revealed that pre-service teachers who took a module on Barriers to Learning have a good understanding of the teaching of learners with special needs, they possess appropriate skills to teach learners with and without disabilities in inclusive classrooms and are confident that they have inherent qualities and mental temperament to deal with special needs learners.