Pub Date : 2021-02-02DOI: 10.11648/J.TECS.20210601.13
Zhe Wang, Jiahuan Liu
With the popularization of higher education in China, the difficulty of teaching management and personnel training in Colleges and universities has increased significantly. The traditional management concept and administrative management mode can not meet the needs of social development. How to make full use of the existing resources, effectively improve the management efficiency, reduce the cost of education, and improve the quality of teaching has become an urgent problem. Business process reengineering (BPR) is a kind of management philosophy and related activities in order to improve the efficiency of enterprise operation and reduce the cost. This study introduces the theory of business process reengineering into the field of higher education management in China. Based on the BPR theory and the experience of western colleges and universities of business process reengineering, this article explores the connotation of the process reengineering of teaching management in Chinese universities and the current problems of teaching management in Chinese universities, and then discusses the realization path of business process reengineering of university teaching management in combination with the steps of enterprise process reengineering, and the key elements for its success. It provides some constructive ideas for deepening the reform of teaching management in Chinese universities and promoting the improvement of teaching management.
随着中国高等教育的大众化，高校教学管理和人才培养的难度显著增加。传统的管理理念和行政管理模式已经不能适应社会发展的需要。如何充分利用现有资源，有效提高管理效率，降低教育成本，提高教学质量，已成为亟待解决的问题。业务流程再造(Business process reengineering, BPR)是企业为了提高经营效率、降低成本而开展的一种管理理念及相关活动。本研究将业务流程再造理论引入中国高等教育管理领域。本文以BPR理论和西方高校业务流程再造的经验为基础，探讨了我国高校教学管理流程再造的内涵和我国高校教学管理存在的问题，并结合企业流程再造的步骤，探讨了高校教学管理业务流程再造的实现路径。以及它成功的关键因素。为深化我国高校教学管理改革，促进教学管理水平的提高提供了一些建设性的思路。
{"title":"The Realization Path of Teaching Management Process Reengineering in the Chinese Universities","authors":"Zhe Wang, Jiahuan Liu","doi":"10.11648/J.TECS.20210601.13","DOIUrl":"https://doi.org/10.11648/J.TECS.20210601.13","url":null,"abstract":"With the popularization of higher education in China, the difficulty of teaching management and personnel training in Colleges and universities has increased significantly. The traditional management concept and administrative management mode can not meet the needs of social development. How to make full use of the existing resources, effectively improve the management efficiency, reduce the cost of education, and improve the quality of teaching has become an urgent problem. Business process reengineering (BPR) is a kind of management philosophy and related activities in order to improve the efficiency of enterprise operation and reduce the cost. This study introduces the theory of business process reengineering into the field of higher education management in China. Based on the BPR theory and the experience of western colleges and universities of business process reengineering, this article explores the connotation of the process reengineering of teaching management in Chinese universities and the current problems of teaching management in Chinese universities, and then discusses the realization path of business process reengineering of university teaching management in combination with the steps of enterprise process reengineering, and the key elements for its success. It provides some constructive ideas for deepening the reform of teaching management in Chinese universities and promoting the improvement of teaching management.","PeriodicalId":417229,"journal":{"name":"Teacher Education and Curriculum Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114309082","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 : 2021-01-12DOI: 10.11648/J.TECS.20210601.11
L. Warren
This study examines teacher leadership and how it starts with self-leadership. An effective teacher leader must be able to lead oneself effectively before he or she can lead others within and outside the classroom. Self-leadership is the practice in which one intentionally influences their thinking, feelings, and actions in order to achieve specific objectives. Self-leadership is an aspect of positive self-influence by defining how one excels within the teaching profession and within the classroom. Self-discovery is a vital step to effective self-leadership. Self-discovery is initiated by self-reflection, which comprises examining individual life, experiences, and responses to situations. Self-discovery is a critical process not only for teacher leadership, but also personal development, performance improvements, and ultimate life enrichment. Self-leadership is founded on self-acceptance. Self-leadership is about one choosing to influence their thinking, feelings, and actions intentionally. Teacher leadership often starts with good self-leadership such that a teacher may be able to influence the learners positively.
{"title":"Teacher Leadership Begins with Self-Leadership","authors":"L. Warren","doi":"10.11648/J.TECS.20210601.11","DOIUrl":"https://doi.org/10.11648/J.TECS.20210601.11","url":null,"abstract":"This study examines teacher leadership and how it starts with self-leadership. An effective teacher leader must be able to lead oneself effectively before he or she can lead others within and outside the classroom. Self-leadership is the practice in which one intentionally influences their thinking, feelings, and actions in order to achieve specific objectives. Self-leadership is an aspect of positive self-influence by defining how one excels within the teaching profession and within the classroom. Self-discovery is a vital step to effective self-leadership. Self-discovery is initiated by self-reflection, which comprises examining individual life, experiences, and responses to situations. Self-discovery is a critical process not only for teacher leadership, but also personal development, performance improvements, and ultimate life enrichment. Self-leadership is founded on self-acceptance. Self-leadership is about one choosing to influence their thinking, feelings, and actions intentionally. Teacher leadership often starts with good self-leadership such that a teacher may be able to influence the learners positively.","PeriodicalId":417229,"journal":{"name":"Teacher Education and Curriculum Studies","volume":"72 9-10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134363117","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 : 2020-12-28DOI: 10.11648/J.TECS.20200504.13
Shi Wenwen
In the traditional teaching process, it was found that the basic design course "color composition" in environmental design major had the following problems: assignments were rigid and lack of creativity; the course were lack of applicability and hardly integrated with the major. Through literature review, field research, professional training, practical demonstration and questionnaire survey, the author summarizes the 3R framework to promote teaching reform: refining teaching contents, raising teaching procedures and renovating teaching methods. It is aimed to build a knowledge framework, set up teaching procedures scientifically and innovatively, optimize and reform teaching methods, raise the objectivity of teaching evaluation, so as to improve students' learning enthusiasm, increase their creative inspiration of homework, and form a more effective learning closed loop. Each aspect comes with several steps to solve the above problems, and they are classifying knowledge points, integrating with specialty, employing modular teaching methods and theme teaching method, including five senses, combining teaching with practice, assessment as learning, and focusing on teamwork. After the initial exploration of the course, teaching analysis and summary, classroom practice, the final goal of the reform is achieved. It is proved that students have a new understanding of color composition as well as their major after this reform.
{"title":"Using 3R Framework to Promote the Teaching Reform of Color Composition","authors":"Shi Wenwen","doi":"10.11648/J.TECS.20200504.13","DOIUrl":"https://doi.org/10.11648/J.TECS.20200504.13","url":null,"abstract":"In the traditional teaching process, it was found that the basic design course \"color composition\" in environmental design major had the following problems: assignments were rigid and lack of creativity; the course were lack of applicability and hardly integrated with the major. Through literature review, field research, professional training, practical demonstration and questionnaire survey, the author summarizes the 3R framework to promote teaching reform: refining teaching contents, raising teaching procedures and renovating teaching methods. It is aimed to build a knowledge framework, set up teaching procedures scientifically and innovatively, optimize and reform teaching methods, raise the objectivity of teaching evaluation, so as to improve students' learning enthusiasm, increase their creative inspiration of homework, and form a more effective learning closed loop. Each aspect comes with several steps to solve the above problems, and they are classifying knowledge points, integrating with specialty, employing modular teaching methods and theme teaching method, including five senses, combining teaching with practice, assessment as learning, and focusing on teamwork. After the initial exploration of the course, teaching analysis and summary, classroom practice, the final goal of the reform is achieved. It is proved that students have a new understanding of color composition as well as their major after this reform.","PeriodicalId":417229,"journal":{"name":"Teacher Education and Curriculum Studies","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133810600","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 : 2020-02-12DOI: 10.11648/J.TECS.20200501.11
Wang Jiayang, Shaogui Wu, Wei Liu
A preliminary evaluation system of general education teaching quality in universities was established based on Bloom's objective classification method from four aspects: teaching objectives, teaching content, implementation process and assessment methods, in view of the impersonality of the evaluation and assessment of teaching quality, the difficulty of evaluation for the supervisory department in teaching, and the difficulty of the refinement and quantification of teaching achievements. A grey relational analysis method was used to establish the evaluation criteria, and then the evaluation model of teachers' general education quality was established. The index system and evaluation model were applied to evaluate many young teachers’ education quality in a university. The evaluation results show that: the evaluation system can be used to evaluate the teaching ability of general courses of young teachers, rank them comprehensively, and find out the aspects to be improved. According to the teaching evaluation results, teachers can analyze their ranking among peers, and find out their own advantages and disadvantages. It has theoretical and practical significances for improving the teaching quality of general courses in universities.
{"title":"Comprehensive Evaluation of General Education in University Based on Grey Relational Analysis Model","authors":"Wang Jiayang, Shaogui Wu, Wei Liu","doi":"10.11648/J.TECS.20200501.11","DOIUrl":"https://doi.org/10.11648/J.TECS.20200501.11","url":null,"abstract":"A preliminary evaluation system of general education teaching quality in universities was established based on Bloom's objective classification method from four aspects: teaching objectives, teaching content, implementation process and assessment methods, in view of the impersonality of the evaluation and assessment of teaching quality, the difficulty of evaluation for the supervisory department in teaching, and the difficulty of the refinement and quantification of teaching achievements. A grey relational analysis method was used to establish the evaluation criteria, and then the evaluation model of teachers' general education quality was established. The index system and evaluation model were applied to evaluate many young teachers’ education quality in a university. The evaluation results show that: the evaluation system can be used to evaluate the teaching ability of general courses of young teachers, rank them comprehensively, and find out the aspects to be improved. According to the teaching evaluation results, teachers can analyze their ranking among peers, and find out their own advantages and disadvantages. It has theoretical and practical significances for improving the teaching quality of general courses in universities.","PeriodicalId":417229,"journal":{"name":"Teacher Education and Curriculum Studies","volume":"301 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122767162","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 : 2019-12-07DOI: 10.11648/J.TECS.20190404.11
S. Sunarti, R. H. Puspita
The aims of this study are to investigate: (1) if CTL is more effective than grammar-translation method to teach reading comprehension; (2) if the students having high locus of control have better reading mastery than those having low locus of control; and (3) if interaction between methods used and students’ locus of control is availavle. The research was conducted at University of Muhammadiyah Kalimantan Timur. The samples were from two classes, cluster random sampling technique was used. Each class was divided into two groups (the students who have high and low locus of control) in experiment and control class. The techniques used to collect the data were questionnaire and reading comprehension test. The two instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Tuckey test. The research findings: (1) CTL is more effective than GTM to teach reading comprehension, the result from ANOVA shows that Fo is higher than Ft or Fo > Ft; (2) the reading comprehension of the students who have high locus of control is better than that of those who have low locus of control, the result from ANOVA shows that Fo is higher than Ft or F o > Ft.; and (3) there is an interaction between teaching methods and Locus of control for teaching reading. It’s concluded that teaching methods had a strong influence on students’ reading comprehension.
{"title":"The Use of Contextual Teaching and Learning to Teach Reading Comprehension Viewed from Students’ Locus of Control","authors":"S. Sunarti, R. H. Puspita","doi":"10.11648/J.TECS.20190404.11","DOIUrl":"https://doi.org/10.11648/J.TECS.20190404.11","url":null,"abstract":"The aims of this study are to investigate: (1) if CTL is more effective than grammar-translation method to teach reading comprehension; (2) if the students having high locus of control have better reading mastery than those having low locus of control; and (3) if interaction between methods used and students’ locus of control is availavle. The research was conducted at University of Muhammadiyah Kalimantan Timur. The samples were from two classes, cluster random sampling technique was used. Each class was divided into two groups (the students who have high and low locus of control) in experiment and control class. The techniques used to collect the data were questionnaire and reading comprehension test. The two instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Tuckey test. The research findings: (1) CTL is more effective than GTM to teach reading comprehension, the result from ANOVA shows that Fo is higher than Ft or Fo > Ft; (2) the reading comprehension of the students who have high locus of control is better than that of those who have low locus of control, the result from ANOVA shows that Fo is higher than Ft or F o > Ft.; and (3) there is an interaction between teaching methods and Locus of control for teaching reading. It’s concluded that teaching methods had a strong influence on students’ reading comprehension.","PeriodicalId":417229,"journal":{"name":"Teacher Education and Curriculum Studies","volume":"178 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121819756","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 : 2019-08-26DOI: 10.11648/J.TECS.20190403.11
Jiguang Yu, Yuejun Huang
The Mathematics Proposition of College Entrance Examination is going through a process of deepening reform. According to the requirement of mathematics education for examinee's mathematics literacy, a lot of attempts have been made in the past mathematics teaching and proposition practice. Now the new type of questions is gradually infiltrating into the proposition of mathematics in college entrance examination.“IF-Problem” is a type of mathematical problem for China’s college entrance examination, It is helpful to improve the shortcomings of the past mathematics evaluation in college entrance examination, to evaluate the innovative consciousness and practical ability of candidates in mathematics thinking, and to infiltrate the core quality of mathematics in mathematics teaching. This essay focuses on researching examples of this new type in terms of its positive, reverse, strategic, and linguistic aspects from evaluation basis, score to the establishment of evaluation criteria, from its structure, its elements, test subject and content to the interpretation of innovative examples, which may pave the way for scientific evaluation of mathematics education.
{"title":"Evaluation and Thinking of “IF-Problem” of Mathematics for China’s College Entrance Examination","authors":"Jiguang Yu, Yuejun Huang","doi":"10.11648/J.TECS.20190403.11","DOIUrl":"https://doi.org/10.11648/J.TECS.20190403.11","url":null,"abstract":"The Mathematics Proposition of College Entrance Examination is going through a process of deepening reform. According to the requirement of mathematics education for examinee's mathematics literacy, a lot of attempts have been made in the past mathematics teaching and proposition practice. Now the new type of questions is gradually infiltrating into the proposition of mathematics in college entrance examination.“IF-Problem” is a type of mathematical problem for China’s college entrance examination, It is helpful to improve the shortcomings of the past mathematics evaluation in college entrance examination, to evaluate the innovative consciousness and practical ability of candidates in mathematics thinking, and to infiltrate the core quality of mathematics in mathematics teaching. This essay focuses on researching examples of this new type in terms of its positive, reverse, strategic, and linguistic aspects from evaluation basis, score to the establishment of evaluation criteria, from its structure, its elements, test subject and content to the interpretation of innovative examples, which may pave the way for scientific evaluation of mathematics education.","PeriodicalId":417229,"journal":{"name":"Teacher Education and Curriculum Studies","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126209325","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 : 2019-06-28DOI: 10.11648/J.TECS.20190402.12
Quyet Huu Quyet
Over the past decade which marked Vietnam’s deepening international integration, Cross-Cultural Communication has become a crucial and significant course in a large number of curricula at institutions nationwide. The present status of the teaching quality of Cross-Cultural Communication at higher education level in Vietnam and at Vinh University in particular, however, is raising some issues of particular concern, including imbalance between theory and practice of the course syllabus and lack of teaching materials, students’ background and motivation, among other things. By employing both quantitative and qualitative methods, this article attempts to look into the reality of the teaching quality of the course in terms of syllabus and sources, teaching staff, students, facilities and other relevant conditions to serve the training of the course, given Vinh University as a case study. A substantial part of the article digs out merits of CDIO (Conceive, Design, Implement, Operate) approach as fundamental solutions to the improvement of the course teaching. We find that to address the pressing requirements to address the aforementioned problems for better teaching quality of the course, it is vital in the first place to renew teaching methods and assessment and to design of a course book based on CDIO approach.
{"title":"\"Improving the Teaching Quality of the Course “Cross-Cultural Communication” Employing CDIO Approach: A Case Study of Vinh University \"","authors":"Quyet Huu Quyet","doi":"10.11648/J.TECS.20190402.12","DOIUrl":"https://doi.org/10.11648/J.TECS.20190402.12","url":null,"abstract":"Over the past decade which marked Vietnam’s deepening international integration, Cross-Cultural Communication has become a crucial and significant course in a large number of curricula at institutions nationwide. The present status of the teaching quality of Cross-Cultural Communication at higher education level in Vietnam and at Vinh University in particular, however, is raising some issues of particular concern, including imbalance between theory and practice of the course syllabus and lack of teaching materials, students’ background and motivation, among other things. By employing both quantitative and qualitative methods, this article attempts to look into the reality of the teaching quality of the course in terms of syllabus and sources, teaching staff, students, facilities and other relevant conditions to serve the training of the course, given Vinh University as a case study. A substantial part of the article digs out merits of CDIO (Conceive, Design, Implement, Operate) approach as fundamental solutions to the improvement of the course teaching. We find that to address the pressing requirements to address the aforementioned problems for better teaching quality of the course, it is vital in the first place to renew teaching methods and assessment and to design of a course book based on CDIO approach.","PeriodicalId":417229,"journal":{"name":"Teacher Education and Curriculum Studies","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130787334","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 : 2019-05-15DOI: 10.11648/J.TECS.20190401.14
T. Dorgu, Nemine Ebi-bulami Bridget, O. Catherine
This paper attempted to establish values education as a panacea for social reforms in Nigeria. It held that values are principles that act as guidelines of our lives and that education serves as a major instrument for social reforms and together, “values education” plays a major role in the nation's bid to attain social reforms. It further listed some social issues and problems that have bedevilled the society, and the need to teach values education as a means for social reform listing its benefits, and that values education enlightens the youths, opens them to the world of opportunities to modify their disposition to life, and enables them to choose the right values based on sound reasoning where individuals and groups will shun violence and embrace togetherness and peaceful co-existence that values education ascribes to its beneficiaries. The author maintained that in the bid to achieve reforms in Nigeria, the knowledge of values education is a key instrument for such reforms, as this will inculcate in the citizenry, truth, moral values and ethics, justice and fair-play, honesty, patience, selflessness, integrity, etc. for the development of a better nation where citizens will live by morality and ethics developed in schools with a solid foundation built by families. The paper thus recommended among other things the need to sensitise the public on the usefulness of values education.
{"title":"Values Education: A Panacea for Social Reforms in Nigeria","authors":"T. Dorgu, Nemine Ebi-bulami Bridget, O. Catherine","doi":"10.11648/J.TECS.20190401.14","DOIUrl":"https://doi.org/10.11648/J.TECS.20190401.14","url":null,"abstract":"This paper attempted to establish values education as a panacea for social reforms in Nigeria. It held that values are principles that act as guidelines of our lives and that education serves as a major instrument for social reforms and together, “values education” plays a major role in the nation's bid to attain social reforms. It further listed some social issues and problems that have bedevilled the society, and the need to teach values education as a means for social reform listing its benefits, and that values education enlightens the youths, opens them to the world of opportunities to modify their disposition to life, and enables them to choose the right values based on sound reasoning where individuals and groups will shun violence and embrace togetherness and peaceful co-existence that values education ascribes to its beneficiaries. The author maintained that in the bid to achieve reforms in Nigeria, the knowledge of values education is a key instrument for such reforms, as this will inculcate in the citizenry, truth, moral values and ethics, justice and fair-play, honesty, patience, selflessness, integrity, etc. for the development of a better nation where citizens will live by morality and ethics developed in schools with a solid foundation built by families. The paper thus recommended among other things the need to sensitise the public on the usefulness of values education.","PeriodicalId":417229,"journal":{"name":"Teacher Education and Curriculum Studies","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125491640","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 : 2019-03-12DOI: 10.11648/J.TECS.20190401.13
Brad M. Maguth, A. Daviso
An overview of a clinically intensive “lived-in” model to teacher education is provided. For sixteen weeks, teacher candidates enrolled in their methods courses mentor, tutor, and teach academically vulnerable middle and high school students, all identified as the school’s most academically vulnerable, in urban schools. Under the supervision of their professor and a cooperating teacher, methods students plan and take turns implementing rigorous and individualized instructional units in classrooms. Methods professors deliver instruction on-site in schools working alongside cooperating teachers, and instructors are consistently present and visible. This paper describes how two methods instructors, one in secondary social studies and in special education, successfully employed lived-in models to better prepare the next wave of educators while also empowering them to deliver individualized and high quality instruction to some of our area’s most vulnerable urban youth.
{"title":"\"Lived-In\": Embedding Teacher Education in Middle & Secondary Classrooms","authors":"Brad M. Maguth, A. Daviso","doi":"10.11648/J.TECS.20190401.13","DOIUrl":"https://doi.org/10.11648/J.TECS.20190401.13","url":null,"abstract":"An overview of a clinically intensive “lived-in” model to teacher education is provided. For sixteen weeks, teacher candidates enrolled in their methods courses mentor, tutor, and teach academically vulnerable middle and high school students, all identified as the school’s most academically vulnerable, in urban schools. Under the supervision of their professor and a cooperating teacher, methods students plan and take turns implementing rigorous and individualized instructional units in classrooms. Methods professors deliver instruction on-site in schools working alongside cooperating teachers, and instructors are consistently present and visible. This paper describes how two methods instructors, one in secondary social studies and in special education, successfully employed lived-in models to better prepare the next wave of educators while also empowering them to deliver individualized and high quality instruction to some of our area’s most vulnerable urban youth.","PeriodicalId":417229,"journal":{"name":"Teacher Education and Curriculum Studies","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114069502","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 : 2019-01-30DOI: 10.11648/j.tecs.20190401.12
Placidius Ndibalema
This study investigated lived experiences among school leaders about pre-service teachers’ professional integrity during the teaching practice in Misungwi District. Narrative interview was used to collect the data. Fifteen (15) school leaders were purposively selected from 5 secondary schools that accommodated pre-service teachers to do the teaching practice in 2018. The narrative qualitative data analysis was employed in data analysis. The results indicated that school leaders experienced a number of professional misconducts which include the prevalence of sexual violence, disobedience to the dressing code, absenteeism and professional incompetence. The prevalence of these misconducts among pre-service teachers were attributed to a number of factors which include lack of awareness, inappropriate conduct among school-based teachers who are expected to be role models, ineffective working environment, lack of commitment and lack of volunteerism spirit. The study outlines possible strategies to enhance pre-service teachers’ professional integrity, such as upgrading the school curriculum to reflect sexual education, instilling the culture of collegiality and volunteerism. Furthermore, the study recommends for a shared national dialogue on effective strategies to enhance teachers’ professional integrity.
{"title":"Professional Integrity Among Pre-Service Teachers During Teaching Practice: Experience from School Leaders in Misungwi District, Tanzania","authors":"Placidius Ndibalema","doi":"10.11648/j.tecs.20190401.12","DOIUrl":"https://doi.org/10.11648/j.tecs.20190401.12","url":null,"abstract":"This study investigated lived experiences among school leaders about pre-service teachers’ professional integrity during the teaching practice in Misungwi District. Narrative interview was used to collect the data. Fifteen (15) school leaders were purposively selected from 5 secondary schools that accommodated pre-service teachers to do the teaching practice in 2018. The narrative qualitative data analysis was employed in data analysis. The results indicated that school leaders experienced a number of professional misconducts which include the prevalence of sexual violence, disobedience to the dressing code, absenteeism and professional incompetence. The prevalence of these misconducts among pre-service teachers were attributed to a number of factors which include lack of awareness, inappropriate conduct among school-based teachers who are expected to be role models, ineffective working environment, lack of commitment and lack of volunteerism spirit. The study outlines possible strategies to enhance pre-service teachers’ professional integrity, such as upgrading the school curriculum to reflect sexual education, instilling the culture of collegiality and volunteerism. Furthermore, the study recommends for a shared national dialogue on effective strategies to enhance teachers’ professional integrity.","PeriodicalId":417229,"journal":{"name":"Teacher Education and Curriculum Studies","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121262094","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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