...Tanzania: The Experience of Pre-Service and In-service Teacher Preparation for Quality Education By: Albert Lawrence Lukanga, Abstract This paper presents in brief the conditions prevailing in teacher education in the process of preparing Pre-service and In-service teachers in Tanzania. It starts by conceptualizing teacher education. The conditions and the process of preparing teachers at Pre-service and in service levels is at the heart of the discussion in which several issues are exposed including the issue of content and methodology used by teacher educators. A theory in practice in education, and in teacher education in particular is discussed as one of the influencing factors for realization of quality education. Thus, learner-centered approach and competency based teaching and learning have been given its weight. Moreover, the challenges towards provision of quality teacher education and the possible solutions have been highlighted. It is concluded that to ensure that the process of preparing these teachers goes smoothly and ultimately results in quality education, the environment that suits the application of these current theories must be improved Conceptualizing Teacher Education Teacher education is perceived as service activity for the education system. It is a process through which prospective and in-service teachers are enabled to acquire knowledge, attitudes, behaviours, and skills they require to perform their teaching tasks effectively in the ...
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...learning" (Ashton, 1985; p. 142). Teachers with higher teaching efficacy find teaching meaningful and rewarding, expect students to be successful, assess themselves when students fail, set goals and establish strategies for achieving those goals, have positive attitudes about themselves and students, have a feeling of being in control, and share their goals with students (Ashton, 1985). Gibson & Dembo (1984) mentioned that teachers with high efficacy devote more class time to academic activities and focus less on discipline as a prerequisite to student learning. Woolfolk and Hoy (1990) stated that teacher efficacy is considered as one of the few teacher characteristics that consistently relates to teaching and learning. Studies on teacher efficacy suggested that pre-service teachers in different countries have varying degrees of beliefs about themselves to be effective in teaching (Campbell, 1996; Gorrell & Hwang, 1995; Yeung & Watkins, 2000; Cakiroglu, 2003). Lin & Gorrell (2000) stated that the concept of teacher efficacy might be culturally oriented and must be carefully examined when applied to teachers in different countries. In a research study, Cakiroglu (2003) found out that Turkish pre-service teachers had significantly higher mathematics teaching outcome expectancy beliefs than that of American pre-service-teachers and he noted that gender was not a factor explaining the difference in efficacy beliefs of pre-service teachers in both countries. Teachers' sense of efficacy...
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...Pre-service coursework is a highly researched need of reform in the educational field as it relates to teacher preparation. Researchers vary in their viewpoints on what constitutes an effective course for practicing teachers, but the objective is clear with better programing for beginning teachers, the more effective these teachers will feel in the field and will be more likely to stay in the profession. One viewpoint on how to reform a course to make it more effective comes from an Australian study details researchers restructuring a course on teaching mathematics to include opportunities for teachers to practice teaching mini-lessons. Along with teaching these lessons, there would be collaboration and feedback from classmates. The researcher’s...
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...Micro Teaching” A Paper As a partial fulfillment of the course of Master of Arts {part-II} in English, Evaluation of the paper IV.II: ELLT By Sharad N. Musale Roll.No-518 Submitted To The department of English R.N.C. Arts, J.D.B. Commerce & N.S.C. Science College, Nashik Road. 2012-2013 Content Introduction I) Meaning and Definition of Micro Teaching II) Nature of Micro Teaching III) Characteristics of Micro Teaching IV) Objectives of Micro Teaching V) Steps in Micro Teaching VI) Advantages and Limitations of Micro Teaching Conclusion Bibliography Introduction The paper is entitled as ‘A Study of Micro Teaching’. This paper is divided into six sections. The first two sections describe the meaning and nature of micro teaching. While the third and fourth section gives an account of its objectives and characteristics. The fifth section tells about steps in micro teaching. Finally the sixth section describes advantages and limitations of of micro teaching. Meaning and Definition of Micro Teaching “Micro teaching was developed by Dwight Allen and Robert Bush, in “Teacher Preparation” Programme at Stanford University between 1960 and 1960. Today, it has become one of the most important developments in the field of teaching practice in several countries. Micro teaching is an...
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...Changing Perceptions on Inquiry Based Learning in Pre-Service and In-Service Teachers North Carolina State University Changing Perceptions on Inquiry Based Learning in Pre-Service and In-Service Teachers The modern world in which we live is requiring individual citizens to become more equipped with essential 21st century skills. The science classroom is a platform where students can engage in critical thinking, communication, and collaboration skills that would enhance their readiness for our rapidly changing, technology rich, society. Furthermore, teaching these skills through means of inquiry and constructivism has shown to increase student involvement, comprehension, and retention when done effectively (Aydeniz, 2012, pg.201). For this reason it is imperative for science educators to include, if not practice regularly; inquiry based learning in their lessons. However, this is not an approach many teachers feel comfortable implementing for various reasons. The purpose of this review is to focus on research studies that have provided professional development on inquiry based learning to pre-service and in-service teachers in the hopes of improving their views of inquiry while encouraging and supporting them in practicing this methodology. The studies used are from multiple countries and school level ranges from kindergarten to high school. Since this area of research is increasing in its popularity the articles used are fairly recent, ranging from 2008 to 2014. This...
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...ASB-3101 HUMAN RESOURCE MANAGEMENT Credits: 10 Contact hours: 23 Semester: 1 Pre-requisites: ASB-2104 Module organiser: Sally Sambrook Note: This module is available through the medium of Welsh (ACB-3101). Aims: To examine issues and developments in the field of contemporary human resource management (HRM). To develop an understanding of the complex issues facing human resource (HR) specialists and line managers in meeting their responsibilities for selecting, deploying, training, appraising, rewarding, relating to and retaining human resources. Learning Outcomes: On completing the module, students are expected to be able to: • Explain the contribution of the HR function to corporate strategy; • Discuss the processes of recruitment, assessment and selection; • Outline activities involved in developing human resources and facilitating learning; • Explain the link between rewards, motivation and performance; • Critically evaluate the changing employment relationship, assessing the role of trade unions and other forms of employee involvement. Module Content: • History of the HR function, theories and models of HRM; • The roles and responsibilities of stakeholders in HRM; • The changing nature of work, managing diversity, technology and flexibility; • Human resourcing: recruitment and selection, human resource planning; • Reward and performance management; • Employee relations, employment legislation...
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...policies, advocated the establishment of an independent national accreditation body. Consequently, the NAAC was established in 1994 with its headquarters at Bangalore. Governance The NAAC functions through its General Council (GC) and Executive Committee (EC) where educational administrators, policy makers and senior academicians from a cross-section of the system of higher education are represented. The Chairperson of the UGC is the President of the GC of the NAAC, the Chairperson of the EC is an eminent academician in the area of relevance to the NAAC. The Director of the NAAC is its academic and administrative head, and is the member-secretary of both the GC and EC. The NAAC also has many advisory and consultative committees to guide its practices, in addition to the statutory bodies that steer its policies. The NAAC has a core staff and consultants to support itits activities. It also receives...
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...Evaluation of Pre-Operative Teaching and Post-Operative Outcomes Ruth E. Harvath Liberty University The Journal of Nursing Education. Abstract A non-experimental, descriptive, quantitative, pilot study was conducted to explore the home health nurses’ perceptions about their patient’s pre-operative and post operative outcomes. Patient education is a major concern among healthcare providers in the surgical and home health settings. Patients’ have distinct levels of understanding, learning styles, and comprehension of materials in which need to be addressed in preparing a patient for surgery. Research has shown that complications can be prevented by efficient pre-operative education. It is suggested that patients and caregivers are given evidence based pre-operative education that meets the needs of the individual patient. The findings from this pilot study suggested that the perceptions of the home health nurses’ were that patient education should be designed to embrace patients at all levels of learning. Keywords: pre-operative, surgical, education, post-operative, outcomes, complication Home Health Nurses’ Evaluation of Pre-Operative Teaching and Post-Operative Outcome Introduction The purpose of this descriptive study was to evaluate the effectiveness of pre-operative education from a post-operative standpoint from home health nurses’ perspectives when caring for post-operative patients Individualized evidence based pre-operative education...
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...Banni Gorneous’ Study Teachers are assumed to be prepared when they enter already do the pre-service teaching at the same time while being deployed to schools they are honed, critiqued and evaluated by teachers. However, by the time the undergraduate students enrolled there first course in teaching they have already experienced and survived many teachers and these students already achieved wealth of experiences and educational opportunities. This can serve as valuable and credible resources of identifying the attitude and actions that were implemented in classrooms by their former effective teachers. This study recommends the importance of becoming a pre- service teacher. This is due to the fact that, this can offer valuable insight and knowledge that they will apply in their own classrooms. They may learn from their previous teachers but there are guidelines and proper ways of doing things that are far different from the unstructured learning gained by observing and imitating alone. Educational experiences with the blend of principles and practice will create attitudes that make up an effective teacher. Janice Bissell’s Study An in-depth study by practising campus architect Janice Bissell, looked into the deeply rooted images of teaching embedded in most school designs and embodied by cellular classrooms with the teacher’s position (with dais and data ports) securely at the front. She found that for all teachers, the ‘physical classroom’ was the basic component of their...
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...000 students, 30,982,000 or 40.58% are of an ethnically diverse background and 5% of school age children have a disability (U.S. Census Bureau, 2008). These changing legal requirements and student demographics in United States educational systems combine pointing to the need for increased collaborative planning and teaching among school personnel attempting to comply with these legal mandates to serve all students fairly and equitably in general education classrooms. Co-teaching is an approach that helps educators meet both IDEIA and NCLB mandates, and is defined as “two or more people sharing responsibility for teaching some or all of the students assigned to a classroom” (Villa, Thousand, & Nevin, 2008, p. 5). In schools within the United States, co-teaching often involves general education and special education teachers working together in one classroom and used as a supplementary aid and service that can be brought to general education to serve the needs of students with (and without) disabilities through IDEIA. Co-teaching requires a re-conceptualization and revision for traditional teacher preparation. Recent studies show the benefits of co-teaching arrangements for students, teachers, and school organizations...
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...I decided to join HDFS service learning in order to get more experience teaching in a classroom setting before my internship for Early Childhood Education. Even though the setting will be different because it is with junior high and high school student, I felt that it was still a great opportunity. Not only will I be getting experience teaching to students, but I also have the lesson plans and scripts that have to be gone by. This will give me practice for going by my lesson plans and scripts. Not only will I have to be going to the plans, but I will be working with another person. Sometimes in the school setting you need to be able to plan with other teachers or even team teach. The service learning will allow me to get out of my comfort zone...
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...ETT4/5 - Effective Teaching Practices: Instructional Presentation and Follow-Up Course of Study Your competence for this course of study will be assessed as you complete the 10 tasks that make up the ETT4/5 performance assessment and the EIO4/5 objective assessment. Introduction Welcome to Effective Teaching Practices. Effective teaching depends on effective planning. Teachers need to devote systematic thought to what they want students to learn and to how students will best acquire knowledge and skills. You will learn how to select, develop, and evaluate instructional materials as well as strategies to use to accomplish specific learning goals. You will plan for effective instruction, and then implement those plans. Interactive teaching includes appropriately responding to all of the details that emerge during the presentation of lessons. Teaching is a process. Teachers plan lessons and then present them. They use information about the lesson presentation to make appropriate changes to improve both student achievement and lesson presentation. Outcomes and Evaluations There are 10 competencies covered by this course of study; they are listed in the "Competencies for Effective Teaching Practices: Instructional Presentation and Follow-Up (ETT4/5)" page. The list of competencies is a good overview of precisely what you will know and be able to do at the conclusion of this course of study and demonstrate through assessment. Teaching Dispositions Statement Please review the...
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... Implications for Teaching 1. All the domains of development and learning-‐ physical, social and emotional, and cognitive-‐are important, and they are closely interrelated. Children’s development and learning in one domain influence and are influenced by what takes place in other domains. 2. Many aspects of children’s learning and development follow well documented sequences, with later abilities, skills, and knowledge building on those already acquired. 3. Developmental and learning proceed at varying rates from child to child, as well as at uneven rates across different areas of a child’s individual functioning. 4. Development and learning result from a dynamic and continuous interaction of biological maturation and experience. August 30, 2013 CSU Transitional Kindergarten Pre-‐Service Preparation Project...
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...1108/09513540910941720 Downloaded on: 11-05-2012 References: This document contains references to 32 other documents To copy this document: permissions@emeraldinsight.com This document has been downloaded 1576 times. Access to this document was granted through an Emerald subscription provided by PORTLAND STATE UNIVERSITY For Authors: If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service. Information about how to choose which publication to write for and submission guidelines are available for all. Additional help for authors is available for Emerald subscribers. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.com With over forty years' experience, Emerald Group Publishing is a leading independent publisher of global research with impact in business, society, public policy and education. In total, Emerald publishes over 275 journals and more than 130 book series, as well as an extensive range of online products and services. Emerald is both COUNTER 3 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. *Related content and download information correct at time of download. The current issue and full text archive of this journal is available at...
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...e. g., increasing enrolments, retiring teachers etc. Notwithstanding the scarcity of funds to appoint additional teachers needed, any quality improvement will be only possible through more efficient use of the available resources – both human and physical. Teachers are the most important human resource in any educational programme. Therefore, the real challenge is to enhance teacher effectiveness without increasing costs. TEACHER’S EFFECTIVENESS To define and measure teacher effectiveness is a difficult task. To put it simply, one may say that what students learn is the basic “output” of schooling; the more students learn in a given time, the more “effective” is the teaching to which they have been exposed. In other words, it is the value added to learning due to implementation of the teaching process. Schooling is a composite phenomenon that would comprise of several dimensions. At a bare minimum level, schooling would require a building; some provision for seating children, drinking water, and sanitation...
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