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LITERACY COMPETENCES IN CULTURAL DIVERSE CLASSROOMS:EXPERIENCES OF TEACHERS
PETER BROEDER,MIA STOKMANS
L1 Educational Studies in Language and Literature , 2012,
Abstract: This contribution takes a closer look at literacy competence-related problems in socially andculturally diverse classrooms. Diversity in language and reading socialization both contribute significantlyto differences in literacy competences, which is something that surfaces in daily teaching practice. Asurvey among 169 primary and secondary school teachers in the Netherlands focused on the perspectiveof the teachers, since they are the ones who have to deal with the diversity in literacy. The extent ofthe problems the teachers indicated as being caused by their students’ lack of literacy competences isconsiderable in all classes. During their day-to-day teaching, teachers of multicultural classes experiencemore problems related to literacy competences than do teachers of monocultural classes. The resultsindicate that it is desirable if not vital to pay attention to the acquisition of literacy competences indiverse, multicultural classrooms in teacher training and refresher courses
THE ROLE OF TEACHERS IN THE ACADEMIC ENGLISH LITERACY ACQUISITION EXPERIENCES OF DEAF COLLEGE STUDENTS
KATHRYN L. SCHMITZ
L1 Educational Studies in Language and Literature , 2010,
Abstract: The purpose of this phenomenological study was to describe deaf college students’ perceptionsof their experiences learning academic English literacy vis à vis their teachers. The study examined thenarrated academic English literacy acquisition experiences and practices of 11 deaf and hard-of-hearingstudents at a hearing university with a large deaf student population. Through paradigmatic analysis ofnarrative data, the study located common themes, which revealed students’ perceptions of academic Englishliteracy acquisition, particularly with regard to their teachers.Methods employed in the study were phenomenological interviewing and recursive analysis. The primarydata sources were participant interviews and a focus group. Analysis was conducted through recursiveinteraction with the data, in which repeated reviews served to first elicit themes and meanings and thenconfirm interpretation of same.The study resulted in the following findings: Participants’ experiences resulted in a preference for instructorswho are highly competent communicators, and these tended to be deaf instructors. Participants encounteredcommunication challenges, including the inability of instructors to sign clearly or to understandwhat their students were saying to them, that restricted their learning. They also perceived instructors tohold expectations that were either too low, unclear, or rigid, which created internal contradictions betweenchallenge and remediation.The study concluded by showing how understanding deaf college students’ perceptions of academicEnglish literacy acquisition may inform and improve teaching practices with this population.
The investigation of the preservice physical education teachers’ attitudes to the school experiences course  [cached]
Hüseyin ünlü,Bengü Güven Karahan
International Journal of Human Sciences , 2010,
Abstract: The purpose of this study is to determine the attitude of preservice physical education teachers to the school experiences course. To this study 133 preservice physical education teachers from four different universities taken in part. In the study there is no find any differences with age and sexuality. In accordance with it is found that meaningful differences school opportunities which they continue for school experiences lesson and preservice teachers’ universities.
Elementary Teachers’ Views About Homework Process In Science and Technology Course  [PDF]
Ali ERSOY,?engül S. ANAGüN
Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education , 2009,
Abstract: Researches on the application of Science and Technology course indicates that teachers have various problems about homework. That is, homework is seen as a part of teaching-learning process at Science and Technology Course Curriculum which was applied in 2005-2006 academic year. The main purpose of this study is to examine teachers’ opinions about homework process. The research has been conducted qualitatively. Data were collected from eight elementary school teachers working at two elementary schools through semi-structured interviews in 2007-2008 academic year. The data were analyzed in descriptive data analysis methods. The findings showed that the teachers give homework mostly for the purpose of reinforcement, and asked for homework that prevents creative skills. Research findings also indicated that teachers have problems about homework with regard to web, students, and their parents.
Eastern Cape teachers’ beliefs of the nature of mathematics: Implications for the introduction of in-service mathematical literacy programmes for teachers  [cached]
Lyn Webb,Paul Webb
Pythagoras , 2011, DOI: 10.4102/pythagoras.v33i4.122
Abstract: Various studies have shown that what teachers consider to be optimal ways of teaching mathematics is influenced by their beliefs about the nature of mathematics, and that it is advantageous to determine teachers’ conceptions of the nature of mathematics before developing curriculum interventions. With the imminent introduction of Mathematical Literacy in the FET phase in South Africa this study provides a snapshot of beliefs of teachers in the Eastern Cape, South Africa. Various methods were employed to stimulate teachers to both reflect on their beliefs and to make them explicit. A questionnaire was administered to 339 in-service teachers in urban and rural areas of the Eastern Cape. A sample of ninety-five of these teachers completed a second questionnaire based on videotapes of lessons recorded during the TIMSS (1995) study that they had viewed. These teachers also ranked their own teaching on a continuum ranging from traditional to constructivist approaches and provided explanations for their ranking. A further sub-sample of thirty-six teachers participated in individual interviews, which explored their perceptions of the nature of mathematics and their own teaching practice. In order to investigate whether these beliefs were mirrored in practice, four teachers were observed and videotaped in their classrooms. The data generated by this study suggest that the participating teachers’ espoused beliefs of the nature of mathematics tended to be innovative, and correlated with innovative views of teaching and learning; however these views were often not reflected in their practice. The implications that the apparent inability of teachers to translate their beliefs into practice have for the introduction of a contextual, problem-based Mathematical Literacy curriculum for teachers is explored.
Introducing a Primary Health Care nurse training course at the University of Limpopo: Experiences and views of trainees
Peter A. Delobelle,Pamela M. Mamogobo,Gert JO. Marincowitz,Rika Decock
African Journal of Primary Health Care & Family Medicine , 2011, DOI: 10.4102/phcfm.v3i1.292
Abstract: Background: A new post-basic Primary Health Care (PHC) nurse training was piloted at the University of Limpopo in rural South Africa in order to reinforce PHC services and to address the backlog of trained PHC nurses. The training comprised residential and decentralised training modules based on the principles of problem based learning and community based education, and a patient-centred care approach developed in the field of family medicine was applied for acquiring consultation skills. Clinical reasoning was improved through on-site supervision by individual preceptors. Objective: The aim of the study was to describe the satisfaction, experiences and views of trainees in the first year of implementing the new PHC nurse training programme. Method: The study had a descriptive, exploratory and cross-sectional design, and used quantitative and qualitative methods for data collection that included a semi-structured survey questionnaire and focus group discussion. A purposive sample of trainees enrolled in the pilot programme (n = 15) was recruited for this study. Results were analysed quantitatively for the survey questionnaire and content analysis was used for qualitative data. Results: Results revealed trainee satisfaction with the quality of community based visits and classroom lectures and dissatisfaction with on-site supervision and training material. Qualitative findings indicated a need to improve information and communication of supervisors and preceptors, and to provide more training material. Factors related to the work environment were identified as barriers to implement learning, but the use of tools developed in family medicine curricula was perceived as beneficial. Lessons learnt included the need for strong programme coordination and stakeholder commitment, as well as the need to develop a competence framework for PHC nursing. Conclusion: The implementation of a pilot programme for PHC nurse training had the outcomes of trainee satisfaction with the mixed method of teaching, and valuable lessons were learned with regard to programme implementation and organisation. Integration of tools and concepts developed in the field of family medicine proved beneficial, and several recommendations were formulated to inform similar projects. How to cite this article: Delobelle P, Mamogobo PM, Marincowitz, GJO, Decock, R. Introducing a Primary Health Care nurse training course at the University of Limpopo: Experiences and views of trainees. Afr J Prm Health Care Fam Med. 2011;3(1), Art. #292, 5 pages. http://dx.doi.org/10.4102/phcfm. v3i1.292
THE PRIMARY STUDENT TEACHERS’ VIEWS ABOUT A BLENDED LEARNING APPLICATION IN A BASIC PHYSICS COURSE  [PDF]
Fatma EKICI,Izzet KARA,Erhan EKICI
The Turkish Online Journal of Distance Education , 2012,
Abstract: In this study we present an overview of the undergraduate blended Physics course that has been supported by the Moodle platform. The course that has been applied is a basic physics course for primary student teachers. The aim of Moodle is to create an online learning environment which helps students to have a virtual space where they can share knowledge through different kinds of supervised activities, chats and forums. Students have to enter Moodle and they have participated activities that have been offered by the instructor after the lesson every week. After the study, results have shown that teacher candidates using Moodle processing have positive thoughts about the course. In the study, it has been emphasized views of prospective primary teachers about MOODLE in some subjects of physics. Students are challenged to doing research. Prospective teachers tend to use this method in their professional life; therefore, it is recommend that offering challenging possibilities to them about their using. It is recommended that this application is become widespread in education (especially higher education in Turkey).
An examination of Preservice Science Teachers’ views related to use of tablet PCs in science and technology course in terms of different variables  [PDF]
Mustafa Uzoglu,Aykut Emre Bozdogan *
Mevlana International Journal of Education , 2012,
Abstract: In this study, preservice science teachers opinions related to Ministry of National Education Fatih Project which will be used in schools for tablet PC were examined in terms of different variables. Descriptive survey method was used in the research. The participants of the study, which was conducted in 2011-2012 academic year in Giresun University Education Faculty, were 420 preservice science teachers who studied 1st, 2nd, 3rd and 4th grades. The data were obtained by using two-part questionnaire form which was developed by researchers and “Computer Attitude Scale” which was developed by Bindak and elik (2006). The data were analysed using frequency, percentages, arithmetic mean, One Way Analysis of Variance (ANOVA) and Chi-Square test. The result of the study was showed that between preservice science teachers’ PC Attitude score with support the using of tablet PC in schools was a significant difference statistically. In addition, according to preservice science teachers, the most important advantages of tablet PCs using in science and technology courses “a) science and technology courses can more fun with visuals and animations and b) students’ interest can increase in science and technology courses” were expressed. They were also expressed the most disadvantages of tablet PCs using in science and technology courses “a) social interaction can reduce among the students and b) The radiation of tablet PCs spread may give harm to health such as eyes etc.”
The Views of Teachers In The Comformity of Chemistry Curriculum Programme Implemented Since 1992 For The Realisation of Implementation Process of Secondary and High School Chemistry Course Teaching Programme
Abdullah AYDIN
Journal of Kirsehir Education Faculty , 2007,
Abstract: In this research, the conformity of the secondary and high school chemistry course teaching program implemented since 1992 to the realization dimension of the implementation process of the chemistry course teaching program is studied, depending on the views of teachers implementing the program. The research was conducted bydoing survey with the 50 head chemistry teachers who teach chemistry in grades 1, 2, 3 in randomly selected 21 high schools in randomly selected cities of Adana, Ankara, Antalya, Bal kesir, Bolu, Denizli, Erzurum, Eski ehi , Gaziantep, Mersin , stanbul, zmir, zmit, Malatya, Ni de, anl urfa, Siirt, Tokat, Trabzon , Zonguldak, Van. Of statistical methods, rating, frequency and median were used in analyzing data gathered from the research. It is found at the andof the research that teachers have not approved or appreciated the secondary school chemistry course teaching program -implemented since 1992- in the realization of the implementation process of the chemistry course teaching program.
Reflections on the role of a research task for teacher education in data handling in a Mathematical Literacy education course  [cached]
Vera Frith,Robert Prince
Pythagoras , 2011, DOI: 10.4102/pythagoras.v0i64.99
Abstract: The introduction of the subject “Mathematical Literacy” in the Further Education and Training band from 2006 has created an urgent need for large numbers of teachers to be educated about the nature of mathematical literacy and to become effective teachers of it. In this paper we report on an attempt to contribute to this goal through a curriculum component in an “Advanced Certificate in Education” course. This curriculum component on data handling was structured around a research task which required the teachers on the course to practise mathematical literacy in a context where there is close linkage with other vital competencies, such as verbal reasoning, writing and computer literacy. This approach articulates well with the kind of teaching envisaged by the curriculum statement for “Mathematical Literacy”. We report on an initial analysis of the teachers’ reflections on their experience of the curriculum-embedded research task on this course, the manner in which this task contributed to their understanding of mathematical literacy as a practice and themselves as practitioners.
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