Pub Date : 2024-07-23DOI: 10.11648/j.tecs.20240902.12
Robert Armah
This study investigates the geometric thinking levels of final year prospective mathematics teachers in Ghana, utilizing the van Hiele model to evaluate their proficiency. The main purpose was to assess whether university undergraduate mathematics education provides a sufficiently strong foundation for teaching senior high school geometry. A descriptive survey design was employed, involving 1,255 prospective mathematics teachers from three universities: University of Education Winneba (UEW), University of Cape Coast (UCC), and Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED). The van Hiele Geometry Test (VHGT) was administered to measure participants’ levels of geometric thinking. The results revealed that 8.8% of participants attained van Hiele Level 1 (visualization), 30.0% reached Level 2 (analysis), and 32.4% achieved Level 3 (abstraction). However, only 15.9% and 12.9% of prospective teachers reached Levels 4 (deduction) and 5 (rigor), respectively. These findings indicate a significant gap between the current geometric thinking skills of prospective teachers and the expectations of the Ghanaian mathematics curriculum, which anticipates higher-order thinking skills. The study concludes that the current undergraduate mathematics education programs in Ghanaian universities may not be adequately preparing future teachers to teach senior high school geometry effectively. It is recommended that these programs be revised to include more focus on developing higher-order geometric thinking skills, with an emphasis on deductive reasoning, formal proof-based learning and rigor in geometry thinking. Enhancing the curriculum and teaching methods could narrow this gap and improve the overall quality of geometry education in Ghana.
{"title":"Geometric Thinking of Prospective Mathematics Teachers: Assessing the Foundation Built by University Undergraduate Education in Ghana","authors":"Robert Armah","doi":"10.11648/j.tecs.20240902.12","DOIUrl":"https://doi.org/10.11648/j.tecs.20240902.12","url":null,"abstract":"This study investigates the geometric thinking levels of final year prospective mathematics teachers in Ghana, utilizing the van Hiele model to evaluate their proficiency. The main purpose was to assess whether university undergraduate mathematics education provides a sufficiently strong foundation for teaching senior high school geometry. A descriptive survey design was employed, involving 1,255 prospective mathematics teachers from three universities: University of Education Winneba (UEW), University of Cape Coast (UCC), and Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED). The van Hiele Geometry Test (VHGT) was administered to measure participants’ levels of geometric thinking. The results revealed that 8.8% of participants attained van Hiele Level 1 (visualization), 30.0% reached Level 2 (analysis), and 32.4% achieved Level 3 (abstraction). However, only 15.9% and 12.9% of prospective teachers reached Levels 4 (deduction) and 5 (rigor), respectively. These findings indicate a significant gap between the current geometric thinking skills of prospective teachers and the expectations of the Ghanaian mathematics curriculum, which anticipates higher-order thinking skills. The study concludes that the current undergraduate mathematics education programs in Ghanaian universities may not be adequately preparing future teachers to teach senior high school geometry effectively. It is recommended that these programs be revised to include more focus on developing higher-order geometric thinking skills, with an emphasis on deductive reasoning, formal proof-based learning and rigor in geometry thinking. Enhancing the curriculum and teaching methods could narrow this gap and improve the overall quality of geometry education in Ghana.\u0000","PeriodicalId":417229,"journal":{"name":"Teacher Education and Curriculum Studies","volume":"120 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811743","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}
Pub Date : 2024-06-03DOI: 10.11648/j.tecs.20240902.11
Olfat Alaqra
The study aimed to identify the Obstacles facing Sport education teacher during service in the Gaza Strip Governorates, and the researcher used the prescriptive curriculum and to achieve this study was conducted on (80) teacher, representing (27%) of the original's community study of (215) teacher, the researcher used the descriptive approach, After seeing the studies scientific research and determining the objective of the form and through per-sonal interviews with academics specializing in sports education and some sports education teachers, the main axes of the study were identified and these axes were presented to the number of (5) Experts with a PHD of at least 10 years' experience to demonstrate the suitability of these axes to the objectives of the study as well as to determine the relative importance of each axis, and they agreed to have (7) Interlocutors of the form, The study results showed that the Obstacles facing Sport education teacher during service in the Gaza Strip Governorates were few and by (67.54%), And the methods way ranked the first relative weight (76.43%), followed by parent's second relative weight (76.2%), and the student ranked third relative weight (71.17%), and security and safety factors ranked fourth relative weight (63.67%), and curriculum fifth place relative weight (59.17%) and facilities ranked sixth and final relative weight (54.17%), The researcher Recommend that the Sports education teachers should undergo training courses, seminars, educational lectures and courses on modern teaching methods that are appropriate to the nature of sports education.
{"title":"Obstacles Facing Sport Education Teacher During Service in the Gaza Strip Governorates","authors":"Olfat Alaqra","doi":"10.11648/j.tecs.20240902.11","DOIUrl":"https://doi.org/10.11648/j.tecs.20240902.11","url":null,"abstract":"The study aimed to identify the Obstacles facing Sport education teacher during service in the Gaza Strip Governorates, and the researcher used the prescriptive curriculum and to achieve this study was conducted on (80) teacher, representing (27%) of the original's community study of (215) teacher, the researcher used the descriptive approach, After seeing the studies scientific research and determining the objective of the form and through per-sonal interviews with academics specializing in sports education and some sports education teachers, the main axes of the study were identified and these axes were presented to the number of (5) Experts with a PHD of at least 10 years' experience to demonstrate the suitability of these axes to the objectives of the study as well as to determine the relative importance of each axis, and they agreed to have (7) Interlocutors of the form, The study results showed that the Obstacles facing Sport education teacher during service in the Gaza Strip Governorates were few and by (67.54%), And the methods way ranked the first relative weight (76.43%), followed by parent's second relative weight (76.2%), and the student ranked third relative weight (71.17%), and security and safety factors ranked fourth relative weight (63.67%), and curriculum fifth place relative weight (59.17%) and facilities ranked sixth and final relative weight (54.17%), The researcher Recommend that the Sports education teachers should undergo training courses, seminars, educational lectures and courses on modern teaching methods that are appropriate to the nature of sports education.\u0000","PeriodicalId":417229,"journal":{"name":"Teacher Education and Curriculum Studies","volume":"16 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141389024","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}
Pub Date : 2024-02-28DOI: 10.11648/j.tecs.20240901.13
Richardson Addai-Mununkum, Samuel Asare Amoah, E. Tamanja, Patricia Mawusi Amos, E. A. Agyeman, Christian Addai-Poku, Peter Akayuure, Hinneh Kusi
The professionalism of teaching has been subject of an age long debate. Teachers beseech others to recognize them as professionals and they become belligerent when they fail to receive recognition. Since 2018, Ghana has instituted the Ghana Teacher Licensure Examinations (GTLE) to regulate entry into the teaching profession. This policy has received a mixed bag of reactions with the populace sharply divided in opinion. Given that knowledge gap existed, it was important to interrogate the general perception of all stakeholders across Ghana to unravel how the GTLE is perceived among stakeholders. This paper is culled out of a broader study that employed a mixed-methods research approach in a nationwide study involving over 2800 respondents. For this paper, we report on the qualitative data generated from 145 participants. We describe the concerns of stakeholders who are in favour, against, or ambivalent about the GTLE. Drawing on an adaptation of CBAM model, we discuss stakeholders’ perceptions of GTLE as stages of concern. We conclude that stakeholders opposed to the licensing of teachers do so because of their concerns about its form, content, and other logistical challenges. To sustain the policy, it is recommended for the National Teaching Council and the Ministry of Education to take steps to address these concerns. Regardless, what stakeholders agree to be the biggest strength of the GTLE is that it is a positive step towards professionalizing teaching. It is a useful yardstick to determine who is qualified to perform the function of teaching, and prevents all others who do not qualify from accessing classrooms.
{"title":"“It Makes Us Feel More Professional!” Stakeholders’ Perception of the Ghana Teacher Licensure Examination","authors":"Richardson Addai-Mununkum, Samuel Asare Amoah, E. Tamanja, Patricia Mawusi Amos, E. A. Agyeman, Christian Addai-Poku, Peter Akayuure, Hinneh Kusi","doi":"10.11648/j.tecs.20240901.13","DOIUrl":"https://doi.org/10.11648/j.tecs.20240901.13","url":null,"abstract":"The professionalism of teaching has been subject of an age long debate. Teachers beseech others to recognize them as professionals and they become belligerent when they fail to receive recognition. Since 2018, Ghana has instituted the Ghana Teacher Licensure Examinations (GTLE) to regulate entry into the teaching profession. This policy has received a mixed bag of reactions with the populace sharply divided in opinion. Given that knowledge gap existed, it was important to interrogate the general perception of all stakeholders across Ghana to unravel how the GTLE is perceived among stakeholders. This paper is culled out of a broader study that employed a mixed-methods research approach in a nationwide study involving over 2800 respondents. For this paper, we report on the qualitative data generated from 145 participants. We describe the concerns of stakeholders who are in favour, against, or ambivalent about the GTLE. Drawing on an adaptation of CBAM model, we discuss stakeholders’ perceptions of GTLE as stages of concern. We conclude that stakeholders opposed to the licensing of teachers do so because of their concerns about its form, content, and other logistical challenges. To sustain the policy, it is recommended for the National Teaching Council and the Ministry of Education to take steps to address these concerns. Regardless, what stakeholders agree to be the biggest strength of the GTLE is that it is a positive step towards professionalizing teaching. It is a useful yardstick to determine who is qualified to perform the function of teaching, and prevents all others who do not qualify from accessing classrooms.","PeriodicalId":417229,"journal":{"name":"Teacher Education and Curriculum Studies","volume":"4 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140420226","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}
Pub Date : 2024-02-28DOI: 10.11648/j.tecs.20240901.12
Turyamureba Everest, Edward Ssemakula, Gershom Nuwemuhwezi
Despite the importance of agriculture education, it has recently been approved that agriculture students still lack practical skills and this could be attributed to poor delivery of methods on modern agriculture education and other numerous challenge like retention rates of students, lack of interest from the learners, lack of practical time/opportunities, limited funding for agriculture practicals, and low passion by agriculture teachers. The study was about the relevancy of modern agriculture education on students’ farming practical skills in secondary schools in Kabujogera Town council, Kitagwenda district. It was guided by three specific objectives which were to; examine different methods of modern agriculture education taught in secondary schools, identify the challenges experienced in modern agriculture education in secondary schools, evaluate the strategies to enhance modern agriculture education in order to improve practical skills among secondary students. The study employed a cross-sectional study design that used both quantitative and qualitative approaches. The study used a sample size of 248. The study used questionnaires and interview guide to collect data. The data collected was analysed using Statistical Package for Social Scientists. The study concluded that modern agricultural education methods had significant relationship with improving students’ farming practical skills. These included; utilization of modern agricultural inputs (x2 = 8.305, p=0.005), Use of improved farm machines (x2 = 6.048, p=0.001), Pre and Post-harvest handling (x2 = 4.985, p= 0.026), and use of modern resistant crop varieties (x2 = 4.120, p=0.004). The study concluded that there were significant challenges experienced in modern agriculture education. These included; limited modern agricultural in puts at [p = 0.001], lack of resources to use [p = 0.005], poor motivation among students and teachers [p = 0.003], limited school farm size [p = 0.001] and poor learning environment [p = 0.004]. The study finally concluded that strategies to enhance modern agriculture education had significant association with improving student’s farming practical skills. Such as; agriculture tours and field trips (p=.027), class discussion student involvement (p=.029), use of practical demonstration method (p=.004) and recruitment of experienced agriculture teachers (p=.028). The study recommended that; there should be training and re-training among teachers and students of agricultural science on use of modern agricultural education technology. Secondary schools should ensure establishment of enough demonstration farms that students would constantly visit in order to copy much on how to do agriculture practical work to improve their skills and experience.
{"title":"Relevancy of Modern Agriculture Education on Students’ Farming Practical Skills in Secondary Schools of Kabujogera Town Council, Kitagwenda District","authors":"Turyamureba Everest, Edward Ssemakula, Gershom Nuwemuhwezi","doi":"10.11648/j.tecs.20240901.12","DOIUrl":"https://doi.org/10.11648/j.tecs.20240901.12","url":null,"abstract":"Despite the importance of agriculture education, it has recently been approved that agriculture students still lack practical skills and this could be attributed to poor delivery of methods on modern agriculture education and other numerous challenge like retention rates of students, lack of interest from the learners, lack of practical time/opportunities, limited funding for agriculture practicals, and low passion by agriculture teachers. The study was about the relevancy of modern agriculture education on students’ farming practical skills in secondary schools in Kabujogera Town council, Kitagwenda district. It was guided by three specific objectives which were to; examine different methods of modern agriculture education taught in secondary schools, identify the challenges experienced in modern agriculture education in secondary schools, evaluate the strategies to enhance modern agriculture education in order to improve practical skills among secondary students. The study employed a cross-sectional study design that used both quantitative and qualitative approaches. The study used a sample size of 248. The study used questionnaires and interview guide to collect data. The data collected was analysed using Statistical Package for Social Scientists. The study concluded that modern agricultural education methods had significant relationship with improving students’ farming practical skills. These included; utilization of modern agricultural inputs (<i>x<sup>2</sup></i> = 8.305, p=0.005), Use of improved farm machines (<i>x<sup>2</sup></i> = 6.048, p=0.001), Pre and Post-harvest handling (<i>x<sup>2</sup></i> = 4.985, p= 0.026), and use of modern resistant crop varieties (<i>x<sup>2</sup></i> = 4.120, p=0.004). The study concluded that there were significant challenges experienced in modern agriculture education. These included; limited modern agricultural in puts at [p = 0.001], lack of resources to use [p = 0.005], poor motivation among students and teachers [p = 0.003], limited school farm size [p = 0.001] and poor learning environment [p = 0.004]. The study finally concluded that strategies to enhance modern agriculture education had significant association with improving student’s farming practical skills. Such as; agriculture tours and field trips (p=.027), class discussion student involvement (p=.029), use of practical demonstration method (p=.004) and recruitment of experienced agriculture teachers (p=.028). The study recommended that; there should be training and re-training among teachers and students of agricultural science on use of modern agricultural education technology. Secondary schools should ensure establishment of enough demonstration farms that students would constantly visit in order to copy much on how to do agriculture practical work to improve their skills and experience.","PeriodicalId":417229,"journal":{"name":"Teacher Education and Curriculum Studies","volume":"77 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140418236","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}
Pub Date : 2024-02-21DOI: 10.11648/j.tecs.20240901.11
Ashenafi Shimeles Shumiye
This study is mainly concerned with the assessing challenges English teachers of Kombolcha Secondary School face in teaching grammar through cooperative language learning with particular reference to, grade 9. The data was gathered by four data gathering instruments questionnaire, interview, classroom observation, and text analysis. The data, which were obtained through a close-ended questionnaire, were analyzed and interpreted in the quantitative method, whereas the data which were gathered through interviews and classroom observation were interpreted and analyzed in the qualitative method. Finding shows that lack of student centeredness, lack of being facilitators, inappropriateness of CLL in grammar teaching were the major factors that hamper teaching grammar using Cooperative Language Learning. All concerned bodies including teachers, students, society, Ministry of Education, and others should facilitate a condition to prepare supplementary materials which provide detailed information about cooperative activities in addition to textbooks; support might be in the form of finance to prepare other
{"title":"Teaching-Learning Grammar via Cooperative Language Learning: Kombolcha Secondary School in Focus","authors":"Ashenafi Shimeles Shumiye","doi":"10.11648/j.tecs.20240901.11","DOIUrl":"https://doi.org/10.11648/j.tecs.20240901.11","url":null,"abstract":"This study is mainly concerned with the assessing challenges English teachers of Kombolcha Secondary School face in teaching grammar through cooperative language learning with particular reference to, grade 9. The data was gathered by four data gathering instruments questionnaire, interview, classroom observation, and text analysis. The data, which were obtained through a close-ended questionnaire, were analyzed and interpreted in the quantitative method, whereas the data which were gathered through interviews and classroom observation were interpreted and analyzed in the qualitative method. Finding shows that lack of student centeredness, lack of being facilitators, inappropriateness of CLL in grammar teaching were the major factors that hamper teaching grammar using Cooperative Language Learning. All concerned bodies including teachers, students, society, Ministry of Education, and others should facilitate a condition to prepare supplementary materials which provide detailed information about cooperative activities in addition to textbooks; support might be in the form of finance to prepare other","PeriodicalId":417229,"journal":{"name":"Teacher Education and Curriculum Studies","volume":"60 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140444590","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}
Pub Date : 2023-11-17DOI: 10.11648/j.tecs.20230804.14
Mi Kang, Chenmei Cai, Xiaojing Li, Guanghui Wang, Qingqing Huang, Zhijun Ning
{"title":"Organizational Support as a Mediator of the Relation Between Parent Support and Teachers' Professional Identity: Evidence from China","authors":"Mi Kang, Chenmei Cai, Xiaojing Li, Guanghui Wang, Qingqing Huang, Zhijun Ning","doi":"10.11648/j.tecs.20230804.14","DOIUrl":"https://doi.org/10.11648/j.tecs.20230804.14","url":null,"abstract":"","PeriodicalId":417229,"journal":{"name":"Teacher Education and Curriculum Studies","volume":"4 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139263462","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}
Pub Date : 2023-11-11DOI: 10.11648/j.tecs.20230804.12
Elizabeth Asewe Oluoch, P. Odundo, R. Kahiga
{"title":"Activating Background Knowledge, Reading Comprehension and Learner Achievement in Primary Schools in Nairobi City County, Kenya: Addressing Understanding","authors":"Elizabeth Asewe Oluoch, P. Odundo, R. Kahiga","doi":"10.11648/j.tecs.20230804.12","DOIUrl":"https://doi.org/10.11648/j.tecs.20230804.12","url":null,"abstract":"","PeriodicalId":417229,"journal":{"name":"Teacher Education and Curriculum Studies","volume":"44 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279823","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}
Pub Date : 2023-11-11DOI: 10.11648/j.tecs.20230804.13
Juan Yang
{"title":"Teaching Reform and Exploration of Modern Enterprise Innovation Management Under the Background of Innovation and Entrepreneurship Education","authors":"Juan Yang","doi":"10.11648/j.tecs.20230804.13","DOIUrl":"https://doi.org/10.11648/j.tecs.20230804.13","url":null,"abstract":"","PeriodicalId":417229,"journal":{"name":"Teacher Education and Curriculum Studies","volume":"65 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280124","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}
{"title":"Need for Knowledge of Trigonometry and Characteristics of Its Teaching","authors":"Neel Báez Ureña, Ramón Blanco Sánchez, Ricardo Benjamín Valdez Reyes","doi":"10.11648/j.tecs.20230803.13","DOIUrl":"https://doi.org/10.11648/j.tecs.20230803.13","url":null,"abstract":"","PeriodicalId":417229,"journal":{"name":"Teacher Education and Curriculum Studies","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134417639","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}
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