...Physical Education Teacher “As the time came, I started to ponder. What could I possibly do five days a week, year-round, and not get bored with it.” As her hands were flipping she said, “My brain was rushing with thoughts and ideas.” It then hit me, choose something you love doing. Be something you’re good at and perfect it. Never slack. At this moment what I love doing most is playing sports and working out. With that being said, what better job than a physical education teacher? Five days a week, weekends off, holidays off, and two entire months off, what a better job?” Looking like a skeleton, I can see where she’s going with this. She was a sophisticated looking woman, with dark skin, but not gloomy. As she talked about her job her eyes lit up like stars in the sky. It was obvious she loved her job, and wouldn’t choose be anywhere else. The students moved on to new activities or sports every other week. The students were respectful, and disciplined very well. They were also cooperative and seemed to love the activities they had to participate in. Some activities included: basketball, soccer, hockey, badminton, table tennis (ping pong), and other teamwork involving activities. She taught all of the students how to use teamwork, and inspired many people to engage in sports. Some people who never even thought about playing sports before, played soccer because she opened up her own soccer team. She was the teacher of the year. This interested me even more. Maybe I could...
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...Teaching and Teacher Education 36 (2013) 77e91 Contents lists available at ScienceDirect Teaching and Teacher Education journal homepage: www.elsevier.com/locate/tate Grammar matters: How teachers’ grammatical knowledge impacts on the teaching of writing Debra Myhill a, b, *, Susan Jones a, Annabel Watson a a b University of Exeter, UK University of Wollongong, Australia h i g h l i g h t s Teachers’ grammatical knowledge influences what students learn about writing. Limitations in teachers’ grammatical content knowledge can generate student misconceptions. Teachers’ ‘applied’ knowledge is more significant than declarative knowledge. a r t i c l e i n f o a b s t r a c t Article history: Received 27 June 2012 Received in revised form 17 July 2013 Accepted 19 July 2013 Teaching grammar has been mandated in statutory curriculum documents in England since 1988. Yet despite this, research evidence continues to suggest that metalinguistic knowledge is an area of challenge for many teachers. Drawing on data from a larger study, this paper considers the role of teachers’ grammatical knowledge, both content and pedagogical content knowledge, in mediating learning about writing in the classroom. It also illustrates how students’ learning about writing is influenced by teachers’ metalinguistic knowledge. The study highlights that grammatical pedagogical content knowledge is more significant than grammatical content knowledge in supporting meaningful...
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...Teacher Education in 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...
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...Teacher Education and Certification The College of Education prepares individuals to teach elementary education and various single subjects. The teaching certificate, awarded by the State Superintendent of Public Instruction upon recommendation by WSU, designates the subject area in which the certificate holder is qualified to teach. Admission to, or continued enrollment in, the teacher preparation program is contingent upon faculty approval. Opportunities are provided for teacher certificate candidates to work with and observe children in public schools. It is WSU’s intent to place only those individuals in K-12 classrooms who demonstrate a positive impact on student learning, and who possess characteristics desirable for working with young people. Elementary Education – Bachelor of arts Candidates accepted into the Elementary certification program are required to complete practicum experiences in school and community settings, including an intense four-week Advanced Practicum in the semester immediately preceding student teaching (to apply the concepts learned in blocked courses). Secondary Education – Bachelor degree in declared major plus teacher certification Candidates accepted into the Secondary Education certification program are required to complete an intense 3 week practicum prior to acceptance in the program, and complete 60 hours of Advanced Practicum during the semester immediately preceding student teaching. Practicums involve observation, reflection...
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...Teachers’ attitude was found to significantly influence intention to use technology in inclusive education classroom. This implies that there is a positive relationship between teachers’ attitude and their intention to use technology. From the direct influences attitude have on intention, it is clear that teachers who believed in the use of technology would find it beneficial to use them. It is reasonable to conclude that when teachers have positive attitudes toward inclusive education; these attitudes reinforce their intentions to use technology and consequently, lead to participation of children with special needs in the learning process. Once these children are fully engaged through the use of technology there is every reason to suggest...
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...Paving my own path; Your education depends on your teacher Throughout your years of education each teacher you have will bring you down a path. Either they will take your hand and lead you down the path of understanding and success, or let you run wild and take the path into a world of haziness and confusion. Unfortunately, there is not too many who will guide you down the successful path. In my years I’ve encountered a handful of both types. I was lead down many paths but in the end I created my own. In the next few paragraphs I will share some experiences of my own. My first semester at the College of Staten Island I wasn’t too sure what to expect walking into the first day of classes. Each professor had very different yet very unique ways of teaching. One teacher fortunately enough showed care and covered her students with a blanket of comfort. Let’s call this professor Mrs. Sunshine. She welcomed us into the course with open arms and made sure each and every student knew she was there to help us with any obstacle we came across in a writing assignment. She held her hand out not only for help in her course but also for any writing assignment in each course we were taking. The first day she cited a quote she once heard from one of her favorite professors back in her day of attending college. “If you don’t hear a student’s voice on the first day of classes, it will not be heard for the rest of the semester,” Professor Sunshine was quite disturbed thinking a student might...
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...Final Exam Essay: Topic #2 Laura Kerkhoff Developmental Educational Psychology Tuesday/Thursday 5PM The Metropolitan State College of Denver Teachers make a crucial impact on every child’s life. The teacher is the main source of learning from Preschool or Kindergarten all the way until they graduate from High School or College. According to the Oxford English Dictionary, the definition of Teach is “to show (a person) the way; to direct, conduct, convoy, guide.. To direct or refer”. To me, this is a beautiful definition, because I love the thought of teachers guiding, directing, and showing students the way through their lives. I think the main purpose of education is to prepare children for the everyday world and guide them along steady, successful paths. Parents, of course, play a big role in this as well, but it is teachers that give children the fundamentals of every subject, teach them about all of the wonderful and not so wonderful things in the world, and fuel a curiosity to learn more. I believe that a good teacher should be an inspiration to all of their students to do well in school, and to pursue their dreams. It is some of the best teachers that I have had that inspired me to become a teacher and make an impact on other children’s lives. I want to not only be a source of knowledge for my students, but also someone that they can trust and look to for guidance. The biggest thing that I was able to take from this class is a greater understanding of the learning...
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...Home page » Other Topics Application Of e-Learning In Teacher EducationIn: Other Topics Application Of e-Learning In Teacher Education APPLICATION OF e-LEARNING IN TEACHER EDUCATION Abstract The increasing demand for education at all levels of learning poses a major challenge on the quality of education being offered. This paper discusses the growing popularity of e-Learning and how this mode of learning can enable teacher trainees across the globe to benefit from the best of education from regions that pride in the high quality of education offered by their institutions. This paper further shows how e-Learning, has made immense contributions in bridging the gap in the quality of teacher education. Finally, proposals on the way forward are made. The Author Mr. Robert Masinde, [B.Ed (Arts) University of Nairobi, M.Phil in Educational Communication and Technology Moi University]. Currently pursuing D.Phil in English Education at Moi University and lecturer Department of Communication Studies with research interests in e-Learning and New Media. Moi University, P.O Box 3900 Eldoret Email: robjuma2001@yahoo.com Introduction In many less developed countries, the quality of education has been compromised by lack of trained teachers, insufficient learning materials, and poor infrastructure. The cost of teacher training is also prohibitive due to poverty. There are also limited chances in teacher training institutions whereas many high school graduates...
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...APPLICATION OF e-LEARNING IN TEACHER EDUCATION Abstract The increasing demand for education at all levels of learning poses a major challenge on the quality of education being offered. This paper discusses the growing popularity of e-Learning and how this mode of learning can enable teacher trainees across the globe to benefit from the best of education from regions that pride in the high quality of education offered by their institutions. This paper further shows how e-Learning, has made immense contributions in bridging the gap in the quality of teacher education. Finally, proposals on the way forward are made. The Author Mr. Robert Masinde, [B.Ed (Arts) University of Nairobi, M.Phil in Educational Communication and Technology Moi University]. Currently pursuing D.Phil in English Education at Moi University and lecturer Department of Communication Studies with research interests in e-Learning and New Media. Moi University, P.O Box 3900 Eldoret Email: robjuma2001@yahoo.com Introduction In many less developed countries, the quality of education has been compromised by lack of trained teachers, insufficient learning materials, and poor infrastructure. The cost of teacher training is also prohibitive due to poverty. There are also limited chances in teacher training institutions whereas many high school graduates meet the minimum requirements for admission. Most teacher education institutions are understaffed thus compromising the quality of teaching and research. They...
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...The Life of a Special Education Teacher July 13, 2011 AED/222 The different ways Special Education teachers of severe disabled students are to look past the student and to be very “non judgmental” and appreciate the small steps/goals the student is making and work up from there. It can be very frustrating for the teachers with all the demands of paperwork with IEP’s and the portfolios of every student in their classroom. Also, with in the classrooms interruptions with professionals (i.e.: as in physical therapist, speech therapist, and administrators) in and out of the classroom. It leaves not much time for learning because the toileting, hygiene, and eating do take a big part of the day. The teachers usually have a full time assistant in the classroom or two depending on the need in the classroom; this helps the Special Education teacher complete tasks in the classroom. The teacher can work on a student one on one and the assistant can help with the other students needs. (Severe Intellectual Disabilities and Multiple Diablites, 2007) Some of the intellectual disabilities that teachers may encounter I have found are ADHD (Attention Deficit hyperactivity Disorder), Angel man syndrome, Aspersers Syndrome, Autism, Cri Du Char, Down Syndrome, Dysphasia, Dyspraxia, Epilepsy, Fragile X, Klinefelter Syndrome, Pervasive Developmental Disorder, Prader-willi Syndrome, Rett Syndrome, Trismoy, Soto’s Syndrome, Tourette Syndrome, Tuberous Sclerosis, and Williams Syndrome. (Activ...
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...The role of the special education teacher in the IEP meeting is to provide suggestions for instructional strategies, modifications vs accommodations, and services. The special education teacher brings classroom experience of how to implement the specific needs of the student to the classroom. While the administration is making sure that the needs are met legally and within the scope of what the district can provide, the special education brings knowledge and experience from working directly with students each day. The special education teacher oversee the student's total educational plan in collaboration with all IEP team members ("IEP Team Member Roles and Responsibilities," 2011). The special education teacher is the primary person that...
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...school system and the educators around them. New challenges are being tasked to the teachers in our schools with having the ability to not only adhere to students when it comes to their academia level but also on a personable one as well. It starts with diversity, we know our students are becoming more and more diverse but is our open administration and teaching positions understanding that change? This is where I believe we need to see the biggest growth. In the book “Leading for Diversity” Before we can begin to unravel how our perceptions, attitude, and beliefs affect...
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...Managing teacher education and in-service programs: Learning styles perspective Urban schools and minority students. It is possible that the quality of teaching is inadequate only in urban schools attended by poor children who are members of minority groups. In a family with three or more children, one will do well, another will perform adequately and another will be bored or frustrated on an almost daily basis. • Special education and need for in-service. Parents are led to believe that special education is a legitimate classification for students who are unable to learn. But if future teachers were being taught to identify and teach to their student’s learning styles during their initial training, the need for frequent retraining would be drastically diminished. • Lack of student discipline and/or motivation. It is often said that students are not as well disciplined or as highly motivated as students used to be. Motivation is not biologically imposed; it results from students’ experiences and interests. Teachers who are unable to motivate and teach their students need to learn how to do so. • Children taking prescription medications. Physicians may not understand that active and nonconforming children learn differently from the way passive, conforming children do. Parents allow their active children to be drugged because they are unaware that their children can learn; that traditional instructional approaches are not responsive to how their children learn. • Cultural...
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...DEPARTMENT OF SCIENCE EDUCATION UNIVERSITY OF NIGERIA, NSUKKA EFFECT OF STUDENTS’ IMPROVISED INSTRUCTIONAL MATERIALS ON SENIOR SECONDARY SCHOOL STUDENTS’ACHIEVEMENT IN BIOLOGY. BY MBEREKPE AUGUSTINE, CHUKWUNYEREMUNWA REG NO: PG/M.ED/09/50813 SUPVERISOR: PROF: U. M. NZEWI JANUARY, 2013 CHAPTER ONE INTRODUCTION Background of the Study Science has been reorganized as the bedrock on which modern day technological breakthrough is hanged. The major goal of science education is to develop scientifically literate individuals that are concerned with high competence for rational thoughts and actions. The objectives of science education in this country according to Maduekwe (2006) include the need to prepare students to: Observe and explore the environment, explain simple natural phenomena, develop scientific attitudes including curiosity, critical reflection and objectivity, apply the skills and knowledge gained through science to solve everyday problems in the environment, develop self-confidence and self-reliance through problem solving activities in science. Nowadays, countries all over the world, especially the developing ones like Nigeria, are striving hard to develop technologically and scientifically, since the world is turning Scientific and all proper functioning of lives depend greatly on Science. According to Ogunleye (2006), Science is a dynamic human activity concerned...
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...underachievement in education is the result of teacher labelling and racism (20 marks) A students ethnicity can be a large influencing factor on their education, many teachers are racist, labelling students on their ‘race’ or ethnicity. A person’s race is the biological differences from person to person, for example skin colour. Whereas ethnicity entirely depends on the individual. Ethnicity is influenced by numerous factors such as ancestry, experience of racism, language, geographical location, and so on. According to the question being of an ethnic minority causes underachievement, meaning that white British students should be achieving highest in the UK. This is not the case, many ethnic minorities achieve better results than white British students. According to government statistics, Chinese and Indian students received the highest percentage of grades of grades A* to C at GCSE in 2010/11. White British pupils are the mid achieving students, with Pakistani and Black Caribbean students achieving the lowest GCSE results. Many teachers label their students, due to stereotypical or racist viewpoints they hold and this can often to lead to underachievement. According to Gillborn and Youdell (2000), teachers are quicker to punish black students than others of different ethnicities for similar behaviour. This leads to many black students being anti-school, rejecting education and then underachieving. Mirza (1992) found after studying black female students who faced teacher labelling and...
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