Delivery and Challenges of Vocational Teacher Education at Ahmadu Bello University, Zaria (Published)
The paper is meant to examine delivery and challenges of Vocational Teacher Education programme of Ahmadu Bello University (ABU) Zaria. The popularity of ABU goes beyond Nigeria and West Africa. It is among the three first generation universities in Nigeria. It has a Faculty of Education which is generally concerned with teacher education in the university. Under it, there is a section that is primarily concerned with Vocational Teacher Education in the university. For better understanding of the nature of the study the paper conceptualizes the major concepts in the study which include; concepts of vocational education and vocational teacher education. It was observed that, the vocational teacher education in the university follows some strategies in the process of delivery these include; theoretical aspects of the training which is done through various courses offered in the departments and general education, this use to be accompanied by Teaching Practice (TP), Students’ Industrial Work Experience Scheme (SIWES), Industrial Attachment, Field Trip and Practical. The vocational teacher education is run by two departments viz; Business Studies, Vocational and Technical Education and Home Economics. The Programme in the university is faced with some challenges which include; problem of funding, learning facilities, shortage of qualified vocational education lecturers, poor public perception and apathy, low information and technology compliance curriculum. It is therefore suggested that, Ahmadu Bello University should supply adequate resources to the technical and vocational education unit of the university. alongside with a budgetary allocation to the sector in order to cater for its recurrent expenditure in the training processes. The curriculum taught in other vocational education sector should be reviewed to meet the demands of the labour market as done by the Home Economics unit and be able to incorporate computer competence.
Citation: Abdullahi Muhammad Teke (2022) Delivery and Challenges of Vocational Teacher Education at Ahmadu Bello University, Zaria, International Journal of Vocational and Technical Education Research, Vol.8, No.1 pp.39-54,
English Language Teaching in Saudi Arabia: An Introduction is a book by Yousif A. N. Alshumaimeri published in 2019 in Riyadh, Saudi Arabia. The first part of the book provides an overview of the study of the English language. The second part analyses the various approaches and teaching methods used in English language instruction. At the end of each chapter, discussion activities for teachers and students are outlined. English is currently being taught in most public learning institutions worldwide. Despite this, there are not enough books available to assist international student teachers from various backgrounds and cultures with different first languages who are studying to be English teachers. Alshumaimeri’s book identifies several methods and approaches that can be used when teaching English, discusses their advantages and disadvantages and describes the roles of teachers and students in these methods. While it targets students of English, this book provides a rich history of teaching English as a foreign language in Saudi Arabia. These factors make the book relevant for student teachers of English.
The purpose of this descriptive survey was to assess and analyse the challenges and suggestions for improving the Out- segment supervision of colleges of education in the Ashanti region of Ghana. The study used 207 link tutors and 334 mentees with a semi-structured questionnaire as primary data collection instrument. Results of the items were analysed using content analysis approach. The study revealed that the Out-segment supervision was being carried out effectively however, there were some challenges that needed to be addressed. Generally, some of the findings were poor vetting of teaching notes, inadequate teaching and learning materials, lack of transportation from college to schools of practice, inadequate advanced preparation by mentees before teaching, poor remuneration, supervisors not arriving on time at mentees’ schools of practice. Management of colleges of education are advised to address these perennial problems until they are no longer teething challenges in the supervision of Out-segment programme.
A Study of Achievement and Intelligence Level of Students in Secondary Education in Nepal With Regard to Education Stream (Published)
The purpose of this study was to compare the academic achievement and intelligence level of Secondary School students of science, management, and education streams to identify the enrollment trend of students in teacher education in Nepal. Mean score of grade point averages and intelligence test of science stream students was greater than management stream students and average scores of management stream students were greater than education stream students. F-test revealed that there was significant difference among the mean scores of science, management, and education stream students at significance level α = .01.Results show that the students with higher academic achievement and intelligence level are enrolling in science stream, average are in management stream and with low academic achievement and intelligence are in education stream, i.e., teacher education. Review of previous studies and reports revealed that intelligent person are not attracting towards teaching profession and the condition is same till now.
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.
Effects of Gender on Emotional Intelligence and Professional Development In Secondary School Teachers (Published)
The study was focused to determine the effect of gender on emotional intelligence and professional development in male and female secondary school teachers. The objectives of the study were, i) Finding the psychometric properties of the scales used in the study. ii) Comparing male and female secondary school teachers on the variable of emotional intelligence iii) Comparing male and female secondary school teachers on the variable of professional development. The research study was co-relational and comparative study with survey type. The sample consisted of 200 secondary school teachers (100 male and 100 female teachers). The questionnaires were based on five point Likert Scale. Once the data was selected, it was presented and tabulated. The data was analyzed using statistical tools i.e. percentages, mean scores, standard deviations, correlation and t-test scores. The item total correlation and inter-scale correlation coefficients suggested that both scales and their sub-scales are also strongly and significantly correlated to each other at 0.01 levels of significance. Some major findings of the research study indicated that female secondary school teachers were more emotionally intelligent and professionally developed than male secondary school teachers. Both variables emotional intelligence and professional development seemed to correlate with gender significantly at 0.01 levels. High mean scores on female secondary school teachers indicated high level of emotional intelligence and professional development and low mean scores on male secondary school teachers indicated low level of emotional intelligence and professional development as compared to females.
Keywords: Educational Management, Educational Planning and Leadership, Educational Psychology, Emotional Intelligence, Human Resource Management, Professional Development, Secondary Schools Teachers, Teacher Education, Teaching Strategies
REFORMS AND INNOVATIONS IN TEACHER EDUCATION: FACILITATOR OF ACCESS, QUALITY AND EQUITY AS EMERGING ISSUES IN EDUCATION IN KENYA (Published)
Teacher Education Programme (TEP) is a critical component of education in the society. It determines the rate and level of development in any society. This is because the programme focuses on preparation and production of school teachers whose main role is to transform a society with relevant competencies for development. However, due to the dynamic nature of education and society, Teacher Education Programme experiences emerging issues in education. Today in Kenya, and indeed in the whole world, the concerns in education are access to education, quality in education and equity in education. These are current aspirations by all in education but somehow elusive to realise. However, when proper reforms and innovations in Teacher Education Programme are undertaken, it is possible to develop and manage these important developments in education. This paper explores and discusses how reforms and innovations in Teacher Education Programme in Kenya can facilitate the achievement of access, quality and equity in education.
Adequacy Of Professional Development Of English Language Teacher Educators In Primary Teachers’ Colleges: A Paradigm Shift In Kenya (Published)
This study was an investigation of the professional development of English language teacher educators in Kenya Primary Teachers Colleges. The purpose and objectives of this study were to investigate the paradigm shift in nature, strategies and adequacy of professional development of language teacher educators and its implication on the teacher education for primary schools teachers in Kenya. This study was guided by Vygostky’s ZPD and Constructivism theories. Relevant to this theory is a Conceptual framework of professional development of English language teacher educators and its implication on teacher education programme. Research design guiding this study was mixed method within the philosophical paradigm of post-positivism and constructivists’ world views. The target population consists of the teacher educators and the teacher trainees. The study used questionnaires, interview schedules and observations worksheets to collect data which was later organized, analyzed using SPSS program and presented using tables, graphs and charts. The findings of this study established that there is no appropriate professional development of teacher educators of English language in Kenya’s primary teachers college. The nature of existing professional development does not bridge the gap between theory and practice and it resides within the old paradigm. There is also very limited holistic approach to professional development. The present practice has a negative implication on teacher education in Kenya. This study recommends effective professional development of teacher educators of English language among others. This revelation will help to improve the quality of English language teacher education in Kenya and other developing countries