Challenges Faced By Mathematics Education Student-Teachers during Macro-Teaching Practice (Published)
It sounds contradictory when students who are being trained to teach go to the field and end up performing quite below standard despite all efforts put in place by the university to produce effective and productive teachers. The issue been raised is, what then becomes the fate of the students they are teaching in terms of performance? It is in this view that the current research was conducted to examine the challenges faced by mathematics education students during macro-teaching. To achieve the objective of the study, a descriptive survey design was employed for the study. A sample size of 35 final year students offering Bachelor of Education (Mathematics) programme were selected using the simple random sampling technique. Questionnaires were used as the main instruments for data collection during the research process. Results from the study indicated that student-teachers encounter environmental, instructional and supervisory challenges. Environment challenges faced by these students include inadequate teaching and learning mathematics and difficulty in transport to the schools. Other challenges encountered, conclusions, recommendations as well as the implications of the findings are discussed in the work.
Gender Metamorphoses in the Use of ICT Tools: A Case Study at Offinso College of Education (Published)
The role of Information and Communication Technology (ICT) in education cannot be overemphasized, hence teachers as agents of education are expected to acquire the essential skills to help train the 21st century child to survive in the current competitive and technologically driven world. The study aimed at the impact of ICT on Male and Female student-teachers in Colleges of Education in Ghana. The Mixed research design which takes into consideration the various factors that influence ICT access and usage in Colleges of Education was used. It outlines the various factors that militate against successful integration of ICT tools in teaching and learning. The extent to which student-teachers are embracing technology in their learning have been analysed. The study used questionnaire and participatory observation of classroom activities to collect data from hundred and forty (140) Student-teachers at Offinso College of Education. The findings show no significant difference in access and usage of ICT tools among male and female student-teachers. The study revealed lack of technical support and maintenance as a significant impediment to the development of ICT in the College of education. However, there was no significant difference in access and use of ICT tool since student-teachers share similar backgrounds.
English Prospective Teachers’ Attitudes towards the Profession of Teaching: An Explorative Study in Yemen (Published)
This study attempts to obtain empirical evidence on pre-service student-teachers’ attitudes towards the teaching profession in the faculties of Education at Hodeidah University, Yemen. Also, it investigates the effect of the participants’ gender, place of study and their selection of English as a major on their attitudes. 300 fourth-year student-teachers, undergoing B.Ed. courses in the English Departments of the different Faculties of Education affiliated to Hodeidah University, are surveyed. The Attitude Scale Towards Teaching Profession is used to identify the participants’ attitudes. To analyze data, mean, standard deviation, t-test and Pearson correlation are calculated. The results indicate that the participants tend to hold fairly positive attitudes towards the teaching profession, their attitudes are affected by their gender and place of study while there is no correlation found between the students’ attitudes and their selection of English as a major. Some recommendations are made in order to enhance these attitudes .
Introducing Teaching Literacy Course: Learning From B.Ed (Hons) Student Teachers Reflections (Published)
The study emphasis on to get reflection of students teachers on a such course which one is introduced first time in teacher training institutes where it makes able to student teachers to teach literacy, develop different skills through theories and practices of teaching to understated the need of subject, It gives many opportunities and makes powerful to leaner with the knowledge. The sample consisted of three institutions where the size of sample is 30 samples, in which 10 sample from each institutes. The results signify that student’s teachers felt in difficulty because of no resources, lengthy courses so it taught by theoretical then practices, faced problems in practicing schools and medium of language. On the base of findings recommendations and conclusion were made that need to concise the course contents and give facilities, resources to teach subjects and use the other language where students feel difficulties, and aware to practicing school teachers for worth of subject. This study also recommended that its defined on specific of area of Sindh have hope other will do a research broader level of Pakistan.
Immediate Versus Delayed Feedback in Promoting Student Teachers Skills for Lesson Plan Implementation (Published)
The present study aimed to address the effect of immediate and delayed feedback via the use of Blackboard in promoting English language student teachers’ lesson plan implementation. A four-aspect performance observation card that is adopted by participants’ scientific department was used to assess respondents’ lesson implementation skills, namely lesson planning, lesson implementation, assessment of students’ achievement, and classroom management. The experimental approach was used and (50) student teachers majoring in English language who were enrolled in “Practicum” course participated in the present study. Participants were distributed randomly to two experimental groups of (25) students in each. Respondents in the first experimental group received immediate feedback after the submission of their weekly lesson plans while their peers in the second experimental group received delayed feedback after the submission of their weekly lesson plans. Findings indicated that delayed feedback was more effective in promoting respondents’ skills in lesson plan implementation except their skills in classroom management.
This paper reports the results of a qualitative research study designed to examine the effects of guided written and oral reflections for developing reflective thinking skills among Arab-Muslim female student teachers in an English as a Foreign Language (EFL) teacher education program in Israel. Guidance was provided in the framework of a one-year practicum. Besides employing some qualitative research methods such as observations and conducting interviews, a pre-post questionnaire to examine changes in the participants’ perceptions of reflective skills was administered. The results indicate some improvement in the students’ reflective abilities. However, a more structured practice teaching program, time and ample opportunities for practice and reflection are needed to help Arab Muslim student teachers further develop their reflective abilities.