African Journal of Teacher Education最新文献

Effectiveness of professional suitability scale in assessing teaching suitability among primary school teachers in Tanzania 专业适宜性量表在评估坦桑尼亚小学教师教学适宜性中的有效性

African Journal of Teacher Education Pub Date : 2024-01-24 DOI: 10.21083/ajote.v13i1.7665

Fidel Dassan Gwajekera, Joel Matiku Joshua

{"title":"Effectiveness of professional suitability scale in assessing teaching suitability among primary school teachers in Tanzania","authors":"Fidel Dassan Gwajekera, Joel Matiku Joshua","doi":"10.21083/ajote.v13i1.7665","DOIUrl":"https://doi.org/10.21083/ajote.v13i1.7665","url":null,"abstract":"This study intended to evaluate effectiveness of professional suitability scale (PSS) in assessing primary school teachers’ suitability for teaching profession in Tanzania in an attempt to address the challenges of professional unsuitability among teachers in Tanzania. Specific objectives of this study were to explore the structure, validity and reliability of PSS in assessing the professional suitability among primary school teachers, to examine effectiveness of PSS in measuring differences in professional suitability among teachers by region and to examine the effectiveness of PSS in measuring differences in professional suitability between teachers in private schools and government schools. Data were collected among 365 primary school teachers using 26 items of the PSS. Principle Component Analysis (PCA) revealed that PSS is a valid four-factor scale comprised of social, practical, personal, and ethical suitability. It was also found out that PSS is a reliable tool with an internal consistency of Cronbach’s alpha coefficient of α =.79. Results further revealed no significant difference in professional suitability by region but found out significant difference in professional suitability with school ownership and school performance category (Low versus High Performing Schools). It was concluded that although PSS is an effective tool for measuring professional suitability among teachers, the difference in school performance by region or ownership can just partly be explained by teachers’ professional suitability. It was recommended that PSS may assist employers in assessing their employees’ suitability for teaching and that future studies may undertake a validation study for further improvement of the PSS. ","PeriodicalId":397945,"journal":{"name":"African Journal of Teacher Education","volume":"38 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139599418","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

Developing interactive pedagogies: A case of accounting pre-service teachers from Ghana 开发互动教学法：以加纳会计专业职前教师为例

African Journal of Teacher Education Pub Date : 2024-01-24 DOI: 10.21083/ajote.v13i1.7218

Bernard Fentim Darkwa, Douglas Darko Agyei, Joseph Tufuor Kwarteng

{"title":"Developing interactive pedagogies: A case of accounting pre-service teachers from Ghana","authors":"Bernard Fentim Darkwa, Douglas Darko Agyei, Joseph Tufuor Kwarteng","doi":"10.21083/ajote.v13i1.7218","DOIUrl":"https://doi.org/10.21083/ajote.v13i1.7218","url":null,"abstract":"This is a study of how eight pre-service teachers developed their skills in developing interactive lessons to teach concepts in Accounting in Senior High Schools in Ghana. Sequential multiple case study design was employed to observe two cohorts of four pre-service teachers who worked in two phases of a professional development scenario to design and enact interactive Accounting lessons. Data for the study were collected through observation, interviews, lesson documents and questionnaires. Pictures, content and thematic analysis procedures were used to analyse the qualitative data, whilst means and standard deviation were used to analyse the quantitative data. It emerged from the results that the interactive lessons developed and implemented by the pre-service teachers were effective in promoting participation in the classroom. The study also brought to light that interactive teaching promotes collaboration among students through solving problems in groups which helps to strengthen the bond between students. The study thus, advocates the need for teacher training institutions to focus on training teachers to acquire the skills in designing and enacting lessons interactively to promote students’ participation in the classroom.\u0000 ","PeriodicalId":397945,"journal":{"name":"African Journal of Teacher Education","volume":"7 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139602791","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

Tumu College of Education trainee teachers’ perceptions of mentors’ pedagogical knowledge 图穆教育学院受训教师对导师教学知识的看法

African Journal of Teacher Education Pub Date : 2024-01-24 DOI: 10.21083/ajote.v13i1.7535

Shani Osman, Kassim File Dangor

{"title":"Tumu College of Education trainee teachers’ perceptions of mentors’ pedagogical knowledge","authors":"Shani Osman, Kassim File Dangor","doi":"10.21083/ajote.v13i1.7535","DOIUrl":"https://doi.org/10.21083/ajote.v13i1.7535","url":null,"abstract":"The study accessed the perceptions of final year students in the Tumu College of Education towards the Pedagogic Knowledge (PK) of their mentors. It also investigated whether statistically significant differences existed in terms of mentees’ gender and programmes of study regarding the pedagogic knowledge of their mentors. The study used a census method to collect data from respondents for the study by distributing a closed-ended five-point Likert scale on Perceptions of Knowledge and Skills in Teaching (PKST) Questionnaires to all 215 students pursuing Early Grade and Primary Programmes, with an 84.2% (181) return rate. However, 175 respondents’ data were used, as six of the questionnaires contained incomplete data. Findings of the study revealed that participants perceived their mentors as having a high measure of PK, with an overall mean value for the student teachers ‘perceptions of their mentors PK of 3.62 (SD =.77). The study also revealed that there was no statistically significant difference in the perceptions of student teachers towards the PK of their mentors in terms of gender or programme of study. However, the study revealed that participants perceived their mentors to be less competent in effectively incorporating information and communication technology (ICT) in the classroom. It is recommended that the Ministry of Education and Ghana Education Service organise capacity building workshops for teachers to improve their competencies in integrating ICT in their classrooms. ","PeriodicalId":397945,"journal":{"name":"African Journal of Teacher Education","volume":"33 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139601468","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

What newspapers tell us about teacher-on-learner violence in South African schools 报纸告诉我们南非学校中教师对学生施暴的情况

African Journal of Teacher Education Pub Date : 2024-01-24 DOI: 10.21083/ajote.v13i1.7589

C. de Wet

{"title":"What newspapers tell us about teacher-on-learner violence in South African schools","authors":"C. de Wet","doi":"10.21083/ajote.v13i1.7589","DOIUrl":"https://doi.org/10.21083/ajote.v13i1.7589","url":null,"abstract":"This small-scale qualitative study of newspapers’ portrayal of teacher-on-learner violence in South African schools is informed, firstly, by the World Health Organisation’s definition of violence and four of the World Health Organisation’s six main types of violence involving children and, secondly, by John Galtung’s theory of violence. South African media was used as a database for identifying South African English newspaper articles on teacher-on-learner violence. Qualitative content analysis was employed to systematically work through the identified newspaper articles. Five types of direct teacher-on-learner violence were identified: (1) The physical abuse of learners under the pretext of addressing learner misbehaviour; (2) the normalisation of the sexual abuse of learners by their teachers; (3) teachers’ use of words to systematically humiliate and tear down learners; (4) teachers’ negative stereotyping and discrimination of learners belonging to a different race; and (5) teachers’ malicious neglect of their in loco parentis responsibilities. Looking at teacher-on-learner violence through the lens of Galtung’s theory of violence, this study facilitates an understanding of the multi-layered and complex nature of teacher-on-learner violence and contributes to the existing body of knowledge on teacher-on-learner violence. ","PeriodicalId":397945,"journal":{"name":"African Journal of Teacher Education","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139600508","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

Science and sociality: achieving the social dimensions of science through contextualization of secondary school classroom instruction 科学与社会性：通过中学课堂教学情境化实现科学的社会维度

African Journal of Teacher Education Pub Date : 2024-01-24 DOI: 10.21083/ajote.v13i1.7608

Dr. Uchenna Kingsley Okeke, Professor Sam Rmaila

{"title":"Science and sociality: achieving the social dimensions of science through contextualization of secondary school classroom instruction","authors":"Dr. Uchenna Kingsley Okeke, Professor Sam Rmaila","doi":"10.21083/ajote.v13i1.7608","DOIUrl":"https://doi.org/10.21083/ajote.v13i1.7608","url":null,"abstract":"This position paper is predicated on two focus areas. First, it recognises that scientific inquiry is performed in social situations and questions whether and how standard epistemology can be augmented to tackle this aspect. Within this focus, the goals of science education are reviewed. The second focus addresses sociality as an essential feature of knowledge and questions how standard epistemology can be reformed from this generally social perspective. Specifically, this study on one hand addresses the social dimension of science education, and on the other hand, examines the suitability of instructional contextualisation as a possible strategy to achieve the social dimensions of science education. The aim is to initiate a conversation about the importance of framing science education studies and experiences within the sociocultural context of interests and needs to achieve reliable participation of all concerned. To this end, this paper argues that science education ought to place considerable emphasis on students’ acquisition of values and skills of sociality. Furthermore, a comprehensive goal of science education should constitute both the normative and the non-normative aspects of science with a particular emphasis on the development of character formation, moral values, creativity skills and competences. There is, therefore, a need for an examination of the social dimensions of science education and its curriculum implications, especially as science education serves as the nexus between science and society. ","PeriodicalId":397945,"journal":{"name":"African Journal of Teacher Education","volume":"44 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139599615","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

Academics with disabilities during transformation to a New African University in South Africa 南非新非洲大学转型期间的残疾学者

African Journal of Teacher Education Pub Date : 2023-07-19 DOI: 10.21083/ajote.v12i2.7520

S. Ndlovu

{"title":"Academics with disabilities during transformation to a New African University in South Africa","authors":"S. Ndlovu","doi":"10.21083/ajote.v12i2.7520","DOIUrl":"https://doi.org/10.21083/ajote.v12i2.7520","url":null,"abstract":"The idea of transformation to a ‘new African university’ has become topical in contemporary African education scholarship. Whilst it is claimed that the process seeks to include all stakeholders, academics with disabilities are excluded because of discourses and dynamics in Africa’s higher education that have remained deeply embedded in Eurocentric thinking and mind-set. This paper applied Critical Disability Theory to analyse the challenges that face academics with disabilities in the areas of teaching, research, community engagement and doctoral supervision in South African higher education and that must be appropriately and adequately addressed for a successful transformation to a “‘new’ African University”. Data were collected through an analysis of South African literature on exclusion of students with disabilities as research, community engagement and supervision are regarded as a continuum and involve both students and the academics. Findings revealed that academics with disabilities are confronted with specific challenges similar to those faced by students with disabilities, as they all function within the same context during transformation to a ‘new African university’. The challenges are inaccessible physical environment, negative attitudes from the community members, impairment-related disadvantages, lack of adequate funding and lack of adequate media for use, which all compound to limit their functioning like their able-bodied counterparts. Including the voice of academics with disabilities in disability policy was proposed as a way to alleviate the challenges they confront enabling them to contribute positively to scholarship and thus affirm the transformation to a new African University","PeriodicalId":397945,"journal":{"name":"African Journal of Teacher Education","volume":"200 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139357728","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

Plurilingual practices in Higher Education: An analysis of student perceptions from a South African University 高等教育中的多语言实践：对南非一所大学学生看法的分析

African Journal of Teacher Education Pub Date : 2023-07-19 DOI: 10.21083/ajote.v12i2.7521

Lindiwe Tshuma, K. Theledi

{"title":"Plurilingual practices in Higher Education: An analysis of student perceptions from a South African University","authors":"Lindiwe Tshuma, K. Theledi","doi":"10.21083/ajote.v12i2.7521","DOIUrl":"https://doi.org/10.21083/ajote.v12i2.7521","url":null,"abstract":"This study describes student perspectives on the teaching and learning of a newly introduced University language acquisition course. It identifies three basic components of teaching and learning, namely teaching approaches, teaching and learning resources, and assessment of learning. The study focuses on how students perceive these basic components of teaching and learning by investigating how 1st-year students at a university in South Africa perceive the teaching and learning of the Sesotho First Additional Language (FAL) course (a newly introduced course in the university). Hence the objectives of this study are to establish the views of 1st-year Sesotho FAL students regarding the teaching approaches used by the lecturers presenting the course; the teaching and learning resources used in the course; and the quality of assessments applied in the course. Guided by complex dynamic systems theory, the study employs a survey methodology. A questionnaire comprising both close-ended belief statements as well as open-ended statements for students to respond to was administered to 51 study participants purposefully selected. Quantitative data were analysed using IBM SPSS, while qualitative data were analysed by the researchers themselves. Results emerging from the data reveal that 1st-year students generally find their lecturers’ teaching approaches and assessment methods satisfactory; however, they perceive the teaching and learning resources used by their lecturers in teaching Sesotho as inadequate. This finding points to the need for further dialogue broadly on the quality of teaching and learning, quality of assessment criteria and the availability of teaching and learning resources provided for presenting newly introduced courses in higher education institutions (HEIs); and specifically on the level of preparation of lecturers in these courses tasked with the teaching and learning.","PeriodicalId":397945,"journal":{"name":"African Journal of Teacher Education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139357754","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

Alleviation of social injustices in STEM education: Harnessing pedagogical affordances of virtual and augmented reality applications through open learning 在科学、技术、工程和数学教育中缓解社会不公：通过开放式学习利用虚拟和增强现实应用的教学能力

African Journal of Teacher Education Pub Date : 2023-07-19 DOI: 10.21083/ajote.v12i2.7522

T. Dhurumraj, Sam Ramaila

{"title":"Alleviation of social injustices in STEM education: Harnessing pedagogical affordances of virtual and augmented reality applications through open learning","authors":"T. Dhurumraj, Sam Ramaila","doi":"10.21083/ajote.v12i2.7522","DOIUrl":"https://doi.org/10.21083/ajote.v12i2.7522","url":null,"abstract":"This paper explores the extent to which pedagogical affordances of virtual and augmented reality (VAR) applications can be harnessed as a means to alleviate social injustices in science, technology, engineering and mathematics (STEM) education through open learning. The enhancement of epistemic and epistemological access in STEM education requires coherent implementation of appropriate strategic interventions which are essentially geared towards the promotion of pedagogic innovation in its broadest sense. The empirical investigation adopted a qualitative research design located within the interpretivist paradigm. Qualitative data was collected through semi-structured interviews. The study is underpinned by the theory of social justice framework as a theoretical lens. Key findings emanating from the study demonstrated that sustainable integration of VAR applications in STEM education can essentially be harnessed as a catalytic tool to address the articulation gap between school and higher education through parity of participation within the broader South African context. The realisation of this key strategic imperative hinges to a large degree on the critical interrogation of enablers and constraints about sustainable utilisation of VAR applications in STEM teaching and learning.","PeriodicalId":397945,"journal":{"name":"African Journal of Teacher Education","volume":"463 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139357681","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

Editorial Comment 社论评论

African Journal of Teacher Education Pub Date : 2023-07-19 DOI: 10.21083/ajote.v12i2.7582

Femi Kolapo, Sibonokuhle Ndlovu, Phefumula Nyoni

引用次数: 0

Towards a context-relevant, institution-based ICT integration model of teacher education curriculum at diploma level in Zimbabwe 在津巴布韦文凭级师范教育课程中建立与具体情况相关的、以机构为基础的信息与传播技术整合模式

African Journal of Teacher Education Pub Date : 2023-07-19 DOI: 10.21083/ajote.v12i2.7511

Tendai Dzinoreva, G. Mavunga, Logan Govender

{"title":"Towards a context-relevant, institution-based ICT integration model of teacher education curriculum at diploma level in Zimbabwe","authors":"Tendai Dzinoreva, G. Mavunga, Logan Govender","doi":"10.21083/ajote.v12i2.7511","DOIUrl":"https://doi.org/10.21083/ajote.v12i2.7511","url":null,"abstract":"21st Century requirements for teaching and learning, driven by ICT advancements have opened doors for the development of models to guide and enhance ICT integration. Some countries have adopted international models and others have adapted them to suit their own environments. Zimbabwe still remains silent on what model it is using as there is no clear framework (policy related to ICT in education). In this paper, the authors focus on the Zimbabwean teacher education landscape in the absence of neither a distinct localised model nor an international one. Using literature review, document analysis and reviews of a proposed model, by six teacher educators from three secondary school teacher education colleges in Zimbabwe (carried out through semi structured interviews) this paper seeks to propose a framework for the integration of ICTs in teacher education curriculum. Drawing from literature around the Zimbabwean ICT landscape and its ICT policy framework, models proposed in the broader African and global contexts, we argue for a context-relevant and institution-based model of ICT integration for the teacher education curriculum in Zimbabwe. This proposed model privileges the localised contextual issues and takes a critical view of models which assume similarity of conditions across countries and institutions. Moreover, the model has relevance for ICT integration in the teacher education programmes of countries facing political and socio-economic challenges similar to those which Zimbabwe is facing.","PeriodicalId":397945,"journal":{"name":"African Journal of Teacher Education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139357770","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