Universal Journal of Educational Research最新文献_第7页

Cyber Vaticinations: A Systematic Review of Schoolchildren's Activities in the Cyberspace in Thirty Years' Time 网络旅行:三十年来小学生网络空间活动的系统回顾

Universal Journal of Educational Research Pub Date : 2021-10-01 DOI: 10.13189/ujer.2021.091002

O. Ige, Taiwo Grace Olulowo, T. G. Shawe

{"title":"Cyber Vaticinations: A Systematic Review of Schoolchildren's Activities in the Cyberspace in Thirty Years' Time","authors":"O. Ige, Taiwo Grace Olulowo, T. G. Shawe","doi":"10.13189/ujer.2021.091002","DOIUrl":"https://doi.org/10.13189/ujer.2021.091002","url":null,"abstract":"There are scholarly pieces of evidence attesting to the use of the Internet by children in a manner comparable to adult users. Many children now use mobile phones, laptop computers, and tablet PCs that are connected to the Internet to access the cyberspace and engage in any activity of interest. The Spatio-temporal communications by schoolchildren in cyberspace have reduced television viewing which in the analog era was subjected to parental control. Unfortunately, the technical nature of the Internet makes it difficult for parents to control the contents available to schoolchildren in the cyberspace. This article uses the space transition theory to examine and analyse schoolchildren's current cyberspace activities relating to cyber dating, cybersex, cyberbullying, and online gambling to infer the dimensions that these activities would take in the next thirty years. Current scholarly articles were explicated on popular engagements of schoolchildren in the cyberspace and analysed to predict the dimensions of these activities in thirty years. This paper is of scholarly value on the vogues that would be prevalent in the cyberspace in the next generation. The emerging trends in the scholarly articles analysed were used to recommend cyber-parenting related measures on training schoolchildren in the next thirty years.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"127 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129822261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Instructional Leadership in Inclusive Secondary Schools of Zimbabwe: Balancing Multiple and Competing Expectations 津巴布韦包容性中学的教学领导:平衡多重期望和竞争期望

Universal Journal of Educational Research Pub Date : 2021-10-01 DOI: 10.13189/ujer.2021.091003

Edson Muresherwa, L. Jita

{"title":"Instructional Leadership in Inclusive Secondary Schools of Zimbabwe: Balancing Multiple and Competing Expectations","authors":"Edson Muresherwa, L. Jita","doi":"10.13189/ujer.2021.091003","DOIUrl":"https://doi.org/10.13189/ujer.2021.091003","url":null,"abstract":"This article explores school heads’ enactment of instructional leadership practices in inclusive secondary schools in Zimbabwe. It provides answers to the central question: How do school heads enact instructional leadership practices in inclusive secondary schools and how does sense-making by school heads explain instructional leadership practices in this instructional environment? The article forms part of a larger study on the challenges of and opportunities for instructional leadership in inclusive secondary schools of Zimbabwe. The study employed a qualitative multiple case study research approach and was informed by the enactive sense-making theory. The cases comprised three secondary school heads purposively sampled in line with the extent to which they embraced inclusivity in terms of serving differently abled learners. Data were collected using a combination of semi-structured interviews on instructional leadership thought and practices, non-participant observation and documents analysis. The data were analysed using the interactional narrative analysis approach and presented using the case-by-case method. The study revealed that participants understood instructional leadership in their schools in the morphed sense of the concept as a multidimensional and stakeholder-based social activity built on equity principles. However, the concept of “equity” and purpose of education in society seem to be understood differently by different stakeholders across the social divide. As a result, instructional leadership practices by the school heads were characterised by struggles to balance competing expectations from stakeholders as the school heads sought to protect personal identity and guarantee self-legitimacy. Our findings have implications for policy and practice and contribute to scholarship by adding new insights into growing literature on instructional leadership for inclusive education.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134132615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Creating Indigenous Knowledge Spaces in Physics Learning Environments: Postcolonial Views and Insights from High School Physics Teachers 在物理学习环境中创造本土知识空间:高中物理教师的后殖民观点和见解

Universal Journal of Educational Research Pub Date : 2021-09-01 DOI: 10.13189/ujer.2021.090903

Mudzamiri Edson, Govender Nadaraj

{"title":"Creating Indigenous Knowledge Spaces in Physics Learning Environments: Postcolonial Views and Insights from High School Physics Teachers","authors":"Mudzamiri Edson, Govender Nadaraj","doi":"10.13189/ujer.2021.090903","DOIUrl":"https://doi.org/10.13189/ujer.2021.090903","url":null,"abstract":"The study explores teachers’ perspectives on the possibility and necessity of creating indigenous knowledge spaces (IKS) in physical learning environments (PLE) for learning physics in high schools in Zimbabwe. Traditional PLE such as laboratories for learning physics are still dominated by colonized western pedagogical designs and features but can be redesigned in light of the recent debates on Indigenous Knowledge (IK) and Science integration decolonizing agenda. IKS intends to make classrooms physics more accessible and meaningful for both indigenous teachers and learners. In many African countries including Zimbabwe, educational policies indicate the need to integrate IK and IKS in the school curriculum. However, these policies do not provide guidelines on what IK to integrate, where and how to do it in the existing curriculum as well as how to create and facilitate IKS. There are limited studies on IKS and advice on how to transform current educational facilities spaces. This study therefore provides insights on how IK can be integrated in physics through the creation of IKS in the PLE. In this regard, data were gathered from 10 male and 10 female teachers using quantitative (Likert-scale questionnaires) and qualitative data (observations and interviews). The findings suggest that the existing physics PLE is limited in providing IK resources for the teachers. The teachers confirm that IKS can be created in the PLE where indigenous artefacts are incorporated, traditional homestead are modelled, etc. integrated together with existing physics laboratory and school resources. The study recommends a variety of IK resources and strategies in the creation of IKS but it will also require a team effort from teachers, community, and educational authorities in effecting the decolonizing agenda.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129463408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perceptions of Faculty on the Performance Appraisal Process 教师对绩效评估过程的看法

Universal Journal of Educational Research Pub Date : 2021-09-01 DOI: 10.13189/ujer.2021.090905

N. Phan, Vita L. Jones, Dawn R. Person, S. L. Sparks

{"title":"Perceptions of Faculty on the Performance Appraisal Process","authors":"N. Phan, Vita L. Jones, Dawn R. Person, S. L. Sparks","doi":"10.13189/ujer.2021.090905","DOIUrl":"https://doi.org/10.13189/ujer.2021.090905","url":null,"abstract":"In recent decades, there has been increasing pressure for teacher accountability. Additionally, interest in teacher evaluation throughout the field of education has grown. While research has been conducted on multiple factors contributing to student achievement, there is a lack of research in the Vietnamese culture on faculty perceptions of the meaning and interpretation of the faculty performance evaluation. This study addressed faculty perceptions of the evaluation process and overall impact on their teaching performance. The purpose of this qualitative case study was to explore full-time faculty members' perceptions of the performance appraisal (PA) process currently implemented at a local university (i.e., private university in Ho Chi Minh City, Vietnam). Data obtained from individual, semi-structured interviews with 12 full-time faculty was analyzed. After analysis of the data, salient findings were identified regarding the enhancement of teaching quality. Second, substantial factors contributing to the faculty's positive perceptions of the PA process and instructional methods were determined. Leading on from this, this study identified key factors that instructors believe are critical in an effective performance appraisal process. Furthermore, the leadership tools required to make the overall process meet instructors' expectations were met.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126671332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Impacts of Content & Language Integrated Learning (CLIL) Method on University Students' Reading Comprehension Skills in Indonesia 内容与语言整合学习(CLIL)方法对印尼大学生阅读理解能力的影响

Universal Journal of Educational Research Pub Date : 2021-09-01 DOI: 10.13189/ujer.2021.090906

M. Guntur, H. Gani, Mustafa Mustafa

{"title":"The Impacts of Content & Language Integrated Learning (CLIL) Method on University Students' Reading Comprehension Skills in Indonesia","authors":"M. Guntur, H. Gani, Mustafa Mustafa","doi":"10.13189/ujer.2021.090906","DOIUrl":"https://doi.org/10.13189/ujer.2021.090906","url":null,"abstract":"One of the problems of education in Indonesia is the low level of public literacy both on a national and international scale. One of the essential aspects of improving literacy is by generating interest in reading in college students. This study aims to test the effectiveness of the Content & Language Integrated Learning (CLIL) method on students' reading comprehension skills. There were 40 participants involved in the study which were divided into two groups, namely the control class and the experimental class. All participants are students from the State Islamic Institute (IAIN) Palopo, South Sulawesi, Indonesia who are taking Indonesian language courses as a compulsory subject in higher education. To collect data, the researcher used an instrument in the form of a multiple-choice test which was given to both groups in the pretest and posttest sessions. The learning outcomes of the two test sessions were analyzed quantitatively using the SPSS 20.00 application. The results showed that the use of the CLIL method in Indonesian courses could improve students' reading comprehension skills. This is indicated by the difference in the average value between the pretest and posttest reading comprehension.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121846622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Readiness of Prospective Home Science Teachers for Teaching Alternative Agriculture Topics in Design and Technology Subjects 未来的家庭科学教师在设计和技术科目中教授替代农业主题的准备情况

Universal Journal of Educational Research Pub Date : 2021-09-01 DOI: 10.13189/ujer.2021.090904

Rukkumani ap Sinnatamby, Enio Kang Sufian Kang

{"title":"Readiness of Prospective Home Science Teachers for Teaching Alternative Agriculture Topics in Design and Technology Subjects","authors":"Rukkumani ap Sinnatamby, Enio Kang Sufian Kang","doi":"10.13189/ujer.2021.090904","DOIUrl":"https://doi.org/10.13189/ujer.2021.090904","url":null,"abstract":"The purpose of this study is to identify the level of readiness of future home science teachers in teaching alternative agricultural topics in design and technology subjects. Aspects of readiness were examined to identify the level of knowledge, skill, attitude, and exposure of home science teachers to teaching alternative agricultural topics in design and technology subjects. Data collection was conducted using questionnaires and respondents for this study involved 77 Home Science Education students consisting of 36 students in Year 3 and 41 students in Year 4 who sit for the Agriculture and Human and Practical Teaching of Agricultural Science courses. The questionnaire consisted of 5 sections comprising respondents' background, knowledge, skills, attitudes, and exposure to the topic. The reliability coefficient of this study was α =0.81. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 25.0 to obtain the frequency, percentage, mean and standard deviation values. The findings showed that Bachelor of Home Science Education students had a moderate level of readiness (mean = 2.71) towards teaching alternative agricultural topics in design and technology subjects in terms of knowledge level (mean = 1.86), skill level (mean = 3.34), attitude (mean = 3.78) and level of exposure (mean = 4.72). Some suggestions have been made to increase the readiness of home science teachers for teaching alternative agricultural topics, so that all future teachers are prepared to master the subjects that will be taught, especially in the areas of knowledge so that they will not miss out and be able to implement teaching and learning more effectively.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126700725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding the Linkage between University Students' and Instructors Use of Online Resources and Their Academic Attainment in Social Studies 大学生和教师使用网络资源与社会学科学业成绩的关系研究

Universal Journal of Educational Research Pub Date : 2021-09-01 DOI: 10.13189/ujer.2021.090901

T. Ajayi, P. Amosun, O. Ige

{"title":"Understanding the Linkage between University Students' and Instructors Use of Online Resources and Their Academic Attainment in Social Studies","authors":"T. Ajayi, P. Amosun, O. Ige","doi":"10.13189/ujer.2021.090901","DOIUrl":"https://doi.org/10.13189/ujer.2021.090901","url":null,"abstract":"Few decades ago, the Internet became a new home for academic research and a spot where teaching and learning materials could be found. A cursory look at previous studies on university instructors’ use of online resources shows intermittent influence students’ academic outcomes in Nigerian schools. Although, several efforts have been put in place to establish a cordial and steady relationship between university instructors’ use of online resources and the students’ academic attainment in Nigerian schools, it seems that there is paucity of studies on the linkage between university instructors’ use of online resources and students’ academic attainment in Social Studies. This research explored the relationship between Social Studies lecturers’ use of online resources and students’ performance in the course. This study adopted descriptive research using correlational design, and purposive sampling technique. 398 students at two Bachelor of Education degree-awarding institutions in Nigeria responded to the questionnaire. The data collected were analyzed using frequency counts, percentage, mean and standard deviation and Pearson Product Moment Correlation. The outcomes of this discourse indicated no significant relationship between Social Studies lecturers’ use of online resources and students’ performance in the course. Additionally, it was evident from the results that the extent to which Social Studies students’ use of online resources in the selected tertiary institutions in Nigeria was high. This paper, therefore, concludes that the use of online resources has no significant relationship with students’ performance in Social Studies. It was recommended that university instructors should grasp a new means in the use of online resources in the classroom in order to foster a good lecturer-students interaction that would eventually results in great academic attainment of students in the course.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129210436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Socioeconomic and Historical Interpretation of the Place of Social Sciences, Arts, and Humanities in the Saudi HE Ecosystem: Job Market Implications 社会科学、艺术和人文科学在沙特高等教育生态系统中的地位的社会经济和历史解释:就业市场的影响

Universal Journal of Educational Research Pub Date : 2021-09-01 DOI: 10.13189/ujer.2021.090908

Zachary Mngo, Jörg Muth

{"title":"A Socioeconomic and Historical Interpretation of the Place of Social Sciences, Arts, and Humanities in the Saudi HE Ecosystem: Job Market Implications","authors":"Zachary Mngo, Jörg Muth","doi":"10.13189/ujer.2021.090908","DOIUrl":"https://doi.org/10.13189/ujer.2021.090908","url":null,"abstract":"The article reviews the sociocultural and historical development of the higher education system in the Kingdom of Saudi Arabia with focus on its impacts on the current makeup of bachelor’s degrees offered by universities in the Kingdom. Literature and analysis of data from forty-six tertiary education websites indicate that while there is an abundance of programs in Science, Technology, Engineering, Math (STEM) and business, there is a significant paucity of degrees in the Social Sciences, Arts, and Humanities (SSAH). The authors argue that the Kingdom’s official development plan, Vision 2030, requires a more precise appendage when it comes to higher education. An analysis of data on bachelor’s degrees reveals that both the degree landscape and students’ choices of college majors favor certain STEM and business programs. STEM and business programs have been historically promoted by the traditional government policy emanating from the need to prepare Saudi students to obtain jobs in the petrochemical industry. This article posits that the excessive promotion of some STEM and business programs has engendered the neglect of the social sciences, arts, and humanities programs that play an equally vital role in students’ holistic educational development. It further predicates that the paucity of degrees in these STEM fields would undermine the government’s desire, to diversify an economy that has been heavily dependent on oil for more than half a century as expressed in Vision 2030.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121980184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluation and Psychoeducational Intervention of Learning Disabilities: A Case Study 学习障碍的评估与心理教育干预:个案研究

Universal Journal of Educational Research Pub Date : 2021-09-01 DOI: 10.13189/ujer.2021.090910

Isaías Martín-Ruiz, Maria-Jose Gonzalez Valenzuela, Inmaculada Jordan-Galera

{"title":"Evaluation and Psychoeducational Intervention of Learning Disabilities: A Case Study","authors":"Isaías Martín-Ruiz, Maria-Jose Gonzalez Valenzuela, Inmaculada Jordan-Galera","doi":"10.13189/ujer.2021.090910","DOIUrl":"https://doi.org/10.13189/ujer.2021.090910","url":null,"abstract":"Learning Disabilities are one of the most frequent deficits in the teaching and learning process, present between 5 and 15% of the students. Various definitions have been made, such as DSM 5, ICD-11, or other more psychoeducational definitions. The main problem is the unexpected difficulties in learning how to read or write despite having a medium intellectual capacity. Deficits can be found in: cognitive variables, visual perceptual processing, phonological processing, semantic processing, and morphosyntactic processing. The purpose of this paper is to identify the reading and writing learning disabilities of a Spanish-speaking subject. The methodology is a single case study, which is examined of a 7-year-old boy enrolled in the second year of Primary Education at a grant-maintained school in the city of Malaga (Spain). A psychoeducational evaluation proposal is described with different qualitative and quantitative techniques. The results indicate that the subject presents difficulties in his acquisition of Reading and Writing skills, showing signs of cognitive deficits in memory, attention, processing speed, visual and phonological processing, and difficulties in reading and writing. Finally, a proposal for psychoeducational intervention is described, which would be useful in promoting learning and improving the pupil's academic performance. The research shows the relevance of the global evaluation of cognitive and psycho-linguistic variables and the need to establish an early diagnosis. It is also necessary to highlight the relevance of early intervention and the establishment of clear educational guidelines towards the teacher and the family. The main limitations are determined from the single case study and the possible limitations of validity and generalizability of this study to other languages.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129150534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Nexus between Teaching Practice and PGCE Student-Teachers: The Perceptions of Subject Mentors on Pre-Teachers' Readiness for Teaching Career 教学实践与PGCE学生教师之间的关系:学科导师对学前教师教学生涯准备的看法

Universal Journal of Educational Research Pub Date : 2021-09-01 DOI: 10.13189/ujer.2021.090902

R. Mkhasibe, D. Mncube, O. A. Ajani

{"title":"The Nexus between Teaching Practice and PGCE Student-Teachers: The Perceptions of Subject Mentors on Pre-Teachers' Readiness for Teaching Career","authors":"R. Mkhasibe, D. Mncube, O. A. Ajani","doi":"10.13189/ujer.2021.090902","DOIUrl":"https://doi.org/10.13189/ujer.2021.090902","url":null,"abstract":"Teaching practice is critical to teacher education as it provides the pre-service teachers with practical experience of professional responsibilities and classroom practices, which are basic foundations for their choice of teaching as a profession or career. It is mandatory for pre-service teachers to experience teaching practice as a requirement in teacher education to acquire practical teaching competence in schools. Students in teaching practice are required to be mentored by their subject teachers in the schools. Thus this study investigates subject mentors’ perceptions of Post Graduate Certificate in Education (PGCE) students’ teaching practice lived experiences to determine their readiness for professional classroom practices. Competence and readiness to teach are inseparable because the latter demonstrates the skills which pre-service teachers display when delivering certain aspects of their teaching. Hence teaching is incomplete without teaching practice. Five subject mentors who were mentoring PGCE student teachers were purposively selected and engaged in semi-structured interviews for the data collection for this study. Content analysis was used to identify themes and analyse the data. The findings revealed, among others, that PGCE student teachers do not have adequate pedagogical content knowledge. Based on the findings, the study, therefore, recommends that the training for PGCE students has to be increased from one year to two years to acquire the appropriate knowledge and skills.","PeriodicalId":204812,"journal":{"name":"Universal Journal of Educational Research","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129574022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0