The Training of pre-service science teachers in the integration of Information and Communication Technology integration in Science teaching: A case of two colleges of education in The Volta Region of Ghana
- Authors: Ofori, Mac-Jones
- Date: 2023
- Subjects: Teachers -- Training of , Science -- Study and teaching , Information technology -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27898 , vital:70467
- Description: The study was carried out to investigate the training of pre-service Science teachers in the integration of Information and Communication Technology (ICT) in Science teaching at two colleges of education in the Volta region of Ghana. The study aimed to recommend a framework that can be used to enhance the training in ICT integration competencies of pre-service Science teachers at colleges of education in the country. The study was underpinned by two theoretical frameworks: Rogan and Grayson’s curriculum implementation framework and Guzman and Nussbaum’s ICT integration framework and was located within the interpretive paradigm. The qualitative research approach was adopted to generate data on the types of ICT integration competences that pre-service Science teachers are trained in, the pedagogical strategies used, the support provided, and the challenges faced during the training. The study adopted the explanatory case study design. Convenience and purposive sampling were used to select the study sites and participants respectively, which consisted of two teacher education colleges, two heads of Science department, ten lecturers, and 20 pre-service Science teachers. The study’s data collection methods were semi-structured face-to-face interviews with the lecturers, focus group discussions with the pre-service Science teachers, non-participatory lesson observation, and document analysis. The data was analysed using thematic approach. The study established that pre-service Science teachers at the two colleges received training in mastering the usage of ICT tools, relating ICT to teaching; using ICT for assessment and providing feedback, creating an appropriate environment for ICT integration, and developing positive attitudes toward ICT usage. The study revealed the pedagogical strategies used for training the pre-service Science teachers in ICT integration competencies to include a standalone ICT course, demonstration, group work, self-learning and how assessment is carried out. The study also established that there was support from both within and without the college environment in training pre-service Science teachers, although this was inadequate. The major challenges found by the study to be hindering effective pre-service teacher training in ICT integration competencies were lack of technical know-how among lecturers, poor pre-service Science teachers’ backgrounds in ICT, inadequate ICT resources and infrastructure, prolonged organisational and management bureaucracy, and insufficient funding of ICT. The recommendations made included the need for upgrading infrastructure in the colleges while also upgrading lecturers’ competencies in handling ICT in the colleges. An alternative training framework for preparing pre-service Science teachers in ICT integration competencies was also proposed. , Thesis (MEd) -- Faculty of Education, 2023
- Full Text:
- Authors: Ofori, Mac-Jones
- Date: 2023
- Subjects: Teachers -- Training of , Science -- Study and teaching , Information technology -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27898 , vital:70467
- Description: The study was carried out to investigate the training of pre-service Science teachers in the integration of Information and Communication Technology (ICT) in Science teaching at two colleges of education in the Volta region of Ghana. The study aimed to recommend a framework that can be used to enhance the training in ICT integration competencies of pre-service Science teachers at colleges of education in the country. The study was underpinned by two theoretical frameworks: Rogan and Grayson’s curriculum implementation framework and Guzman and Nussbaum’s ICT integration framework and was located within the interpretive paradigm. The qualitative research approach was adopted to generate data on the types of ICT integration competences that pre-service Science teachers are trained in, the pedagogical strategies used, the support provided, and the challenges faced during the training. The study adopted the explanatory case study design. Convenience and purposive sampling were used to select the study sites and participants respectively, which consisted of two teacher education colleges, two heads of Science department, ten lecturers, and 20 pre-service Science teachers. The study’s data collection methods were semi-structured face-to-face interviews with the lecturers, focus group discussions with the pre-service Science teachers, non-participatory lesson observation, and document analysis. The data was analysed using thematic approach. The study established that pre-service Science teachers at the two colleges received training in mastering the usage of ICT tools, relating ICT to teaching; using ICT for assessment and providing feedback, creating an appropriate environment for ICT integration, and developing positive attitudes toward ICT usage. The study revealed the pedagogical strategies used for training the pre-service Science teachers in ICT integration competencies to include a standalone ICT course, demonstration, group work, self-learning and how assessment is carried out. The study also established that there was support from both within and without the college environment in training pre-service Science teachers, although this was inadequate. The major challenges found by the study to be hindering effective pre-service teacher training in ICT integration competencies were lack of technical know-how among lecturers, poor pre-service Science teachers’ backgrounds in ICT, inadequate ICT resources and infrastructure, prolonged organisational and management bureaucracy, and insufficient funding of ICT. The recommendations made included the need for upgrading infrastructure in the colleges while also upgrading lecturers’ competencies in handling ICT in the colleges. An alternative training framework for preparing pre-service Science teachers in ICT integration competencies was also proposed. , Thesis (MEd) -- Faculty of Education, 2023
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Assessment of the implementation of state-led continuing professional teacher development (CPTD) in the Gert Sibande education district of Mpumalanga province of South Africa
- Mthethwa, Nokuthula Varsity, Mammen KJ
- Authors: Mthethwa, Nokuthula Varsity , Mammen KJ
- Date: 2017
- Subjects: Teachers -- Training of , Mentoring in education , Action research in education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/29171 , vital:77529
- Description: The study sought to assess the implementation of state-led Continuing Professional Teacher Development CPTD in Gert Sibande District in Mpumalanga Province. The factors that triggered the interest in this study were the absence of reported research on the assessment of state-led CPTD in Gert Sibande as well as personal observations of teachers inadequacies in quality teaching competences despite having attended a series of CPTD activities. The pragmatism paradigm, a mixed method research approach, and concurrent triangulation design were adopted. Senge 's Learning Organisation and Wenger’s Social Learning theories informed the study. For quantitative data collection, the two samples were: 200 teachers from 100 randomly selected schools with grade 6 (one Maths and one English teacher per school) and 200 relevant SMT members (one Principal and one Head of Department per school). The return rates of questionnaires were 59.5 percent for teachers and 61.5 percent for SMT representatives. For qualitative data collection, the sample consisted of one principal and one teacher of Mathematics or English from one randomly selected school out of the selected 100 schools; four Curriculum Managers and four subject advisors from the district office. Different interview schedules were used for samples from each of the interviewee cohorts. The quantitative and qualitative data were analysed descriptively and thematically, respectively. The study found that teachers were not consulted at the design stage of CPTD programmes and consequently, it did not address teachers needs and never earned their buy-in. The study also found that the traditional in-service training using transmission mode was predominant as opposed to the contemporary job-embedded approach. This resulted in teachers failing to gain job-embedded knowledge and confidence despite attendance of several CPTD sessions. Teachers expressed unhappiness with the short duration and bad timing of CPTD activities such as the 2-hour quarterly workshops and the use of weekends and holidays for CPTD. The majority of teachers recommended the use of in-school CPTD to facilitate job-embedded activities. As a way forward, the thesis presents a framework for the productive use of CPTD which focuses on the use of job-embedded professional development. , Thesis ( Ph. D.) -- Faculty of Education, 2017
- Full Text:
- Authors: Mthethwa, Nokuthula Varsity , Mammen KJ
- Date: 2017
- Subjects: Teachers -- Training of , Mentoring in education , Action research in education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/29171 , vital:77529
- Description: The study sought to assess the implementation of state-led Continuing Professional Teacher Development CPTD in Gert Sibande District in Mpumalanga Province. The factors that triggered the interest in this study were the absence of reported research on the assessment of state-led CPTD in Gert Sibande as well as personal observations of teachers inadequacies in quality teaching competences despite having attended a series of CPTD activities. The pragmatism paradigm, a mixed method research approach, and concurrent triangulation design were adopted. Senge 's Learning Organisation and Wenger’s Social Learning theories informed the study. For quantitative data collection, the two samples were: 200 teachers from 100 randomly selected schools with grade 6 (one Maths and one English teacher per school) and 200 relevant SMT members (one Principal and one Head of Department per school). The return rates of questionnaires were 59.5 percent for teachers and 61.5 percent for SMT representatives. For qualitative data collection, the sample consisted of one principal and one teacher of Mathematics or English from one randomly selected school out of the selected 100 schools; four Curriculum Managers and four subject advisors from the district office. Different interview schedules were used for samples from each of the interviewee cohorts. The quantitative and qualitative data were analysed descriptively and thematically, respectively. The study found that teachers were not consulted at the design stage of CPTD programmes and consequently, it did not address teachers needs and never earned their buy-in. The study also found that the traditional in-service training using transmission mode was predominant as opposed to the contemporary job-embedded approach. This resulted in teachers failing to gain job-embedded knowledge and confidence despite attendance of several CPTD sessions. Teachers expressed unhappiness with the short duration and bad timing of CPTD activities such as the 2-hour quarterly workshops and the use of weekends and holidays for CPTD. The majority of teachers recommended the use of in-school CPTD to facilitate job-embedded activities. As a way forward, the thesis presents a framework for the productive use of CPTD which focuses on the use of job-embedded professional development. , Thesis ( Ph. D.) -- Faculty of Education, 2017
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A framework for continuing professional development of teachers in regular primary schools: towards the effective teaching of learners with special education needs in Zimbabwe
- Muguwe, Emely https://orcid.org/0000-0003-2156-8642
- Authors: Muguwe, Emely https://orcid.org/0000-0003-2156-8642
- Date: 2015-05
- Subjects: Teachers -- Training of , Teachers -- In-service training.
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24794 , vital:63576
- Description: This study focused on Continuing Professional Development (CPD) needs of teachers in regular primary schools for the effective teaching of learners with special education needs in Zimbabwe. The motivation of the study emerged from concerns raised by stakeholders that teachers were inadequately prepared to teach learners with special education needs in general education classrooms. This study was underpinned by the post-positivistic paradigm which takes on both quantitative and qualitative approaches. The study also employed the survey design, which utilised the mixed methods approach. The accessible population comprised 93 primary schools and 1 457 teachers, 93 school heads and all education officers in the Gweru District of Zimbabwe. The researcher used purposive and disproportional random sampling. Ten schools were purposively selected from a population of 93 schools in the Gweru District. One hundred and fifty teachers (10percent of the population) which translated into 15 teachers from each school, were selected from the 10 schools through disproportional stratified random sampling in order to include both male (n=69) and female (n=81) teachers in the study. Semi-structured questionnaires, semi-structured face- to- face interviews and focus group discussions are the data collection methods which were used in this study. Data were presented, analysed and discussed, starting with demographic data in the first section, followed by quantitative data which were presented concurrently with corresponding emerging themes from qualitative data. The data collected via the questionnaires were coded and key-punched for analysis. Data were presented in tables, bar graphs and pie charts. Findings of the study revealed that there is a dire need for knowledge and skills in SEN among teachers in regular schools. Teachers needed to be prepared for a paradigm shift of the inclusive era. Teachers also needed to identify their own needs to ensure that relevant and preferred areas were covered. Findings revealed that teachers preferred well-structured CPD which is facilitated by an expert and CPD held in their own schools, where good practices are shared with workmates. Findings also confirmed the availability of policy circulars in schools, although some teachers expressed that they were not aware of such circulars. There were no specific days allocated specifically for school CPD. Most teachers were not availed with the opportunity to attend out-of-school based workshops; and cascading of information led to dilution of original ideas. There was lack of adequate mentoring among qualified teachers. Teachers preferred the standards-based model for promotion purposes although it was limiting in terms of teachers’ learning. The training model was viewed as a productive way of quickly in-servicing teachers relative to its cost. The communities of practice model and transformative model were not being utilised in schools due to national policies that govern teachers. Findings also revealed that teachers faced major challenges such as funding of CPD, getting information on CPD opportunities and time to engage in CPD activities. Teachers reeled with a lot of pressure resulting in burn-out as a result of large classes. Although staff development meetings were held in schools, they were mostly administrative and nothing definite was being done to mitigate the challenges which teachers were facing in accessing CPD opportunities. Teachers opted for a CPD framework which would give them more information and more opportunities for CPD on SEN, better access to teaching materials and more opportunities to work with experienced practitioners in SEN. Teachers preferred a framework based on a variety of CPD models, more school-based CPD rather than out of school -based CPD. The researcher concluded that teachers in regular schools were not equipped to teach learners with special education needs in the mainstream. The Ministry of Primary and Secondary Education was not employing the best models in preparing teachers to be effective. Teachers were facing challenges such as, funding, unavailability of information and time in accessing CPD opportunities. The study recommends that The Ministry of Primary and Secondary Education should put in place provisions to meet the CPD needs of teachers. Teachers should be fully involved in the identification of CPD needs. It was also recommends that school heads needed CPD on SEN for them to be able to guide teachers properly and to be supportive of the policy. Besides national policies, schools should design CPD policies specifically for their respective schools, in line with national policies. Andragogy principles, Wenger’s social learning theory and Vygotsky’s perspective among others, should underpin the CPD framework. The study recommends an alternative CPD model which would utilise a combination of transmissive, transitional and transformative models and modes of delivery as lenses in meeting the CPD needs of teachers in the context of SEN. , Thesis (PhD) -- Faculty of Education, 2015
- Full Text:
- Authors: Muguwe, Emely https://orcid.org/0000-0003-2156-8642
- Date: 2015-05
- Subjects: Teachers -- Training of , Teachers -- In-service training.
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24794 , vital:63576
- Description: This study focused on Continuing Professional Development (CPD) needs of teachers in regular primary schools for the effective teaching of learners with special education needs in Zimbabwe. The motivation of the study emerged from concerns raised by stakeholders that teachers were inadequately prepared to teach learners with special education needs in general education classrooms. This study was underpinned by the post-positivistic paradigm which takes on both quantitative and qualitative approaches. The study also employed the survey design, which utilised the mixed methods approach. The accessible population comprised 93 primary schools and 1 457 teachers, 93 school heads and all education officers in the Gweru District of Zimbabwe. The researcher used purposive and disproportional random sampling. Ten schools were purposively selected from a population of 93 schools in the Gweru District. One hundred and fifty teachers (10percent of the population) which translated into 15 teachers from each school, were selected from the 10 schools through disproportional stratified random sampling in order to include both male (n=69) and female (n=81) teachers in the study. Semi-structured questionnaires, semi-structured face- to- face interviews and focus group discussions are the data collection methods which were used in this study. Data were presented, analysed and discussed, starting with demographic data in the first section, followed by quantitative data which were presented concurrently with corresponding emerging themes from qualitative data. The data collected via the questionnaires were coded and key-punched for analysis. Data were presented in tables, bar graphs and pie charts. Findings of the study revealed that there is a dire need for knowledge and skills in SEN among teachers in regular schools. Teachers needed to be prepared for a paradigm shift of the inclusive era. Teachers also needed to identify their own needs to ensure that relevant and preferred areas were covered. Findings revealed that teachers preferred well-structured CPD which is facilitated by an expert and CPD held in their own schools, where good practices are shared with workmates. Findings also confirmed the availability of policy circulars in schools, although some teachers expressed that they were not aware of such circulars. There were no specific days allocated specifically for school CPD. Most teachers were not availed with the opportunity to attend out-of-school based workshops; and cascading of information led to dilution of original ideas. There was lack of adequate mentoring among qualified teachers. Teachers preferred the standards-based model for promotion purposes although it was limiting in terms of teachers’ learning. The training model was viewed as a productive way of quickly in-servicing teachers relative to its cost. The communities of practice model and transformative model were not being utilised in schools due to national policies that govern teachers. Findings also revealed that teachers faced major challenges such as funding of CPD, getting information on CPD opportunities and time to engage in CPD activities. Teachers reeled with a lot of pressure resulting in burn-out as a result of large classes. Although staff development meetings were held in schools, they were mostly administrative and nothing definite was being done to mitigate the challenges which teachers were facing in accessing CPD opportunities. Teachers opted for a CPD framework which would give them more information and more opportunities for CPD on SEN, better access to teaching materials and more opportunities to work with experienced practitioners in SEN. Teachers preferred a framework based on a variety of CPD models, more school-based CPD rather than out of school -based CPD. The researcher concluded that teachers in regular schools were not equipped to teach learners with special education needs in the mainstream. The Ministry of Primary and Secondary Education was not employing the best models in preparing teachers to be effective. Teachers were facing challenges such as, funding, unavailability of information and time in accessing CPD opportunities. The study recommends that The Ministry of Primary and Secondary Education should put in place provisions to meet the CPD needs of teachers. Teachers should be fully involved in the identification of CPD needs. It was also recommends that school heads needed CPD on SEN for them to be able to guide teachers properly and to be supportive of the policy. Besides national policies, schools should design CPD policies specifically for their respective schools, in line with national policies. Andragogy principles, Wenger’s social learning theory and Vygotsky’s perspective among others, should underpin the CPD framework. The study recommends an alternative CPD model which would utilise a combination of transmissive, transitional and transformative models and modes of delivery as lenses in meeting the CPD needs of teachers in the context of SEN. , Thesis (PhD) -- Faculty of Education, 2015
- Full Text:
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