Pub Date : 2023-04-13DOI: 10.47747/ijets.v3i2.1118
S. Anane, Edward Owusu, Priscilla Appiah, Nana Agyemang Opoku, Bernice Quampah, Hagar Ampomah Donkor
The development of every nation is highly dependent on the success of the individuals in it. This is but a realization of the adage that the average man if rationally organized, lives by the sweat of his brow. Every individual becomes successful based on the work he/she does. This is to say that the individual's success and the development of a nation are mutually dependent. The African woman’s engagement in prostitution as a livelihood has attracted all forms of dialogue, both in Africa and in the diaspora. The purpose of this study was to analyse how Amma Darko presents prostitution among African women in the Diaspora. To achieve this objective, we used Beyond the Horizon as their primary source of data. We analysed the factors that push women into prostitution in the Diaspora as well as the presentation of the practice of prostitution, as presented by the primary source. The findings of the study affirmed that women who go into prostitution in the diaspora are mostly blackmailed and coerced into it by their male benefactors who take them abroad. The study also revealed that through prostitution, women sex workers get addicted to drugs, and coming out of this trade becomes almost impossible. Based on the analysis, we conclude that the expectations of the families of the sojourning African women remain a strong influence on the women joining the sex industry.
{"title":"Assessment of Prostitution among African Women in the Diaspora: Evidence from Amma Darko’s Beyond the Horizon","authors":"S. Anane, Edward Owusu, Priscilla Appiah, Nana Agyemang Opoku, Bernice Quampah, Hagar Ampomah Donkor","doi":"10.47747/ijets.v3i2.1118","DOIUrl":"https://doi.org/10.47747/ijets.v3i2.1118","url":null,"abstract":"The development of every nation is highly dependent on the success of the individuals in it. This is but a realization of the adage that the average man if rationally organized, lives by the sweat of his brow. Every individual becomes successful based on the work he/she does. This is to say that the individual's success and the development of a nation are mutually dependent. The African woman’s engagement in prostitution as a livelihood has attracted all forms of dialogue, both in Africa and in the diaspora. The purpose of this study was to analyse how Amma Darko presents prostitution among African women in the Diaspora. To achieve this objective, we used Beyond the Horizon as their primary source of data. We analysed the factors that push women into prostitution in the Diaspora as well as the presentation of the practice of prostitution, as presented by the primary source. The findings of the study affirmed that women who go into prostitution in the diaspora are mostly blackmailed and coerced into it by their male benefactors who take them abroad. The study also revealed that through prostitution, women sex workers get addicted to drugs, and coming out of this trade becomes almost impossible. Based on the analysis, we conclude that the expectations of the families of the sojourning African women remain a strong influence on the women joining the sex industry.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74998469","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 : 2023-04-11DOI: 10.1080/00221546.2023.2195771
Nicole Bedera
{"title":"I Can Protect His Future, but She Can’t Be Helped: Himpathy and Hysteria in Administrator Rationalizations of Institutional Betrayal","authors":"Nicole Bedera","doi":"10.1080/00221546.2023.2195771","DOIUrl":"https://doi.org/10.1080/00221546.2023.2195771","url":null,"abstract":"","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76055812","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 : 2023-04-11DOI: 10.1080/00221546.2023.2195769
Román Liera
ABSTRACT This study examined how a professional development initiative on racial equity facilitated the expansion of faculty members’ agency to use a critical race-consciousness lens to disrupt White supremacy in faculty hiring policy and practice. I analyzed interview data from faculty members who participated in a 10-month professional development training. Findings reveal how language, tools, and peer-to-peer interactions mediated learning through agency to disrupt White supremacy in faculty hiring. The findings illustrated the significance of professional development focusing on structural and institutional racism within the context of White supremacy.
{"title":"Expanding Faculty Members’ Zone of Proximal Development to Enact Collective Agency for Racial Equity in Faculty Hiring","authors":"Román Liera","doi":"10.1080/00221546.2023.2195769","DOIUrl":"https://doi.org/10.1080/00221546.2023.2195769","url":null,"abstract":"ABSTRACT This study examined how a professional development initiative on racial equity facilitated the expansion of faculty members’ agency to use a critical race-consciousness lens to disrupt White supremacy in faculty hiring policy and practice. I analyzed interview data from faculty members who participated in a 10-month professional development training. Findings reveal how language, tools, and peer-to-peer interactions mediated learning through agency to disrupt White supremacy in faculty hiring. The findings illustrated the significance of professional development focusing on structural and institutional racism within the context of White supremacy.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90703245","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 : 2023-04-07DOI: 10.47747/ijets.v3i2.1116
Tawanda Shonhiwa
This paper sought to gain insight into e-learning and its influence on teachers’ professional development in Zimbabwe. The methodological lens used in interrogating this issue comprised of the interpretive paradigm and qualitative approach. As sources of data fifty participants were purposively selected. Data was generated the through literature method, focus group discussion and in-depth interviews. Analysis of the sourced data was narrative in nature buttressed by emerging themes. Findings acknowledged the existence of policies enabled the introduction of e-learning in teacher training institutions. It was further revealed that the implementation of the new framework that enabled the inclusion of e-learning in teachers’ training courses. From the discussion it can be concluded that e-learning is indeed of much attention in various sectors of the education system to enable professional growth. The study recommended the provision of e-learning professional development and support to all college departments to ensure its successful integration into daily teacher training routines.
{"title":"E-learning and its influence on Teachers’ Professional Development in Zimbabwe","authors":"Tawanda Shonhiwa","doi":"10.47747/ijets.v3i2.1116","DOIUrl":"https://doi.org/10.47747/ijets.v3i2.1116","url":null,"abstract":"This paper sought to gain insight into e-learning and its influence on teachers’ professional development in Zimbabwe. The methodological lens used in interrogating this issue comprised of the interpretive paradigm and qualitative approach. As sources of data fifty participants were purposively selected. Data was generated the through literature method, focus group discussion and in-depth interviews. Analysis of the sourced data was narrative in nature buttressed by emerging themes. Findings acknowledged the existence of policies enabled the introduction of e-learning in teacher training institutions. It was further revealed that the implementation of the new framework that enabled the inclusion of e-learning in teachers’ training courses. From the discussion it can be concluded that e-learning is indeed of much attention in various sectors of the education system to enable professional growth. The study recommended the provision of e-learning professional development and support to all college departments to ensure its successful integration into daily teacher training routines.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88217239","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}
Ahmed Nasiru Ala, A. Onojah, A. Isyaku, Hu'Aibu Bala Adamu
Computer-animation is the use of computer device to create an illusion of moving images in sequential form. Computer-animations, when effectively used in teaching abstract and complex concepts especially in Biology, better performance could be granted. This study investigated the effects of computer-animation on NCE students with different ability levels in Biology concepts in Bauchi State, Nigeria. The objective of the study was to determine the effects of ability levels on NCE students’ performance when taught biology concepts using computer-animation-package. The study adopted quasi-experimental design. The population for this study comprised 2,594 Biology students in colleges of education in Bauchi State, while the target population was 878 NCE II Biology students. There are four NCE-awarding institutions in the State of which only two run Biology Education programme at the NCE level. Sixty NCE II Biology students participated (42 for experimental of 21 males, 21 females taught using animation-package and 18 for control group of 9 males and 9 females taught with lesson note). Six instruments were developed: animation-package, questionnaire, lesson notes, to-do lists, manual and test. The 6 instruments were validated but only the animation-package test items were pilot tested for reliability. The results were 0.432 for pretest, and 0.001 for posttest. Mean and standard deviation were used to answer research question. Analysis of Variance at 0.05 level of significance. The findings of the study revealed no significant difference in the performance of high ability, medium ability and low ability levels students, when taught biology concepts using computer-animation. The study concluded that computer-animation strategy enhanced NCE students’ academic performance in biology concepts irrespective of their ability levels. The implication is that computer-animation instructional strategies played significant role in the teaching and learning biology concepts among students with different ability levels in colleges of education in Bauchi State, Nigeria. The study recommended that lecturers of Biology in colleges of education to incorporate computer-animation into their teaching
{"title":"Effects of Computer-Animation among NCE Students’ of Different Ability Levels in Biology Concepts in Bauchi State, Nigeria","authors":"Ahmed Nasiru Ala, A. Onojah, A. Isyaku, Hu'Aibu Bala Adamu","doi":"10.47747/ijets.v3i2.892","DOIUrl":"https://doi.org/10.47747/ijets.v3i2.892","url":null,"abstract":"Computer-animation is the use of computer device to create an illusion of moving images in sequential form. Computer-animations, when effectively used in teaching abstract and complex concepts especially in Biology, better performance could be granted. This study investigated the effects of computer-animation on NCE students with different ability levels in Biology concepts in Bauchi State, Nigeria. The objective of the study was to determine the effects of ability levels on NCE students’ performance when taught biology concepts using computer-animation-package. The study adopted quasi-experimental design. The population for this study comprised 2,594 Biology students in colleges of education in Bauchi State, while the target population was 878 NCE II Biology students. There are four NCE-awarding institutions in the State of which only two run Biology Education programme at the NCE level. Sixty NCE II Biology students participated (42 for experimental of 21 males, 21 females taught using animation-package and 18 for control group of 9 males and 9 females taught with lesson note). Six instruments were developed: animation-package, questionnaire, lesson notes, to-do lists, manual and test. The 6 instruments were validated but only the animation-package test items were pilot tested for reliability. The results were 0.432 for pretest, and 0.001 for posttest. Mean and standard deviation were used to answer research question. Analysis of Variance at 0.05 level of significance. The findings of the study revealed no significant difference in the performance of high ability, medium ability and low ability levels students, when taught biology concepts using computer-animation. The study concluded that computer-animation strategy enhanced NCE students’ academic performance in biology concepts irrespective of their ability levels. The implication is that computer-animation instructional strategies played significant role in the teaching and learning biology concepts among students with different ability levels in colleges of education in Bauchi State, Nigeria. The study recommended that lecturers of Biology in colleges of education to incorporate computer-animation into their teaching","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73743548","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 : 2023-04-07DOI: 10.47747/ijets.v3i2.1028
B. Lainjo, Hanan Tsmouche
Artificial intelligence applications in education have attracted the attention of multiple parties, including scholars, educators, governments, and researchers. The article aims to conduct a comprehensive and inclusive review of the proliferation and impact of Artificial intelligence on Higher Learning. Chronologically, the focus has been artificial intelligence applications in higher learning since the early 1950s. There needs to be more literature regarding the adoption of AI in higher education, resulting in a substantial limitation of this article. This article also discusses the role of cyber security in adopting AI in higher education. The authors have also discussed various applications of AI in higher education and the challenges. This article presents some recommendations. More research is needed as the recommendations are based on a limited number of scholarly articles. A Georgia State University case study conducted in 2015 substantiates AI adoption's benefits in higher education.
{"title":"Impact of Artificial Intelligence On Higher Learning Institutions","authors":"B. Lainjo, Hanan Tsmouche","doi":"10.47747/ijets.v3i2.1028","DOIUrl":"https://doi.org/10.47747/ijets.v3i2.1028","url":null,"abstract":"Artificial intelligence applications in education have attracted the attention of multiple parties, including scholars, educators, governments, and researchers. The article aims to conduct a comprehensive and inclusive review of the proliferation and impact of Artificial intelligence on Higher Learning. Chronologically, the focus has been artificial intelligence applications in higher learning since the early 1950s. There needs to be more literature regarding the adoption of AI in higher education, resulting in a substantial limitation of this article. This article also discusses the role of cyber security in adopting AI in higher education. The authors have also discussed various applications of AI in higher education and the challenges. This article presents some recommendations. More research is needed as the recommendations are based on a limited number of scholarly articles. A Georgia State University case study conducted in 2015 substantiates AI adoption's benefits in higher education.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88174988","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 : 2023-04-07DOI: 10.47747/ijets.v3i2.1107
Augustus Daniel Arko, Ebenezer Kporyi
This study investigated the implementation of distance education Social Studies curriculum in Ghana. A concurrent embedded mixed-method design was used for the study. Four research questions were formulated to guide the study. The population for the study consisted of all 168 Social Studies tutors of the College of Distance Education, University of Cape Coast, and data was gathered from questionnaire interviews and observations. The mean and standard deviation were used to analyse research questions one, three, and four, while thematic analysis was performed for research question two. The results revealed that the study centres of the college had inadequate physical facilities and instructional materials. Also, the primary instructional methods used by tutors at the college were discussion, expository, inquiry, discovery, role-play, and comparative learning methods but there was a lack of motivational packages for tutors. Furthermore, Social Studies tutors were found to have a high level of self-efficacy for students’ engagement and were efficient in helping students to think critically about social issues. Recommendations were made for the improvement of facilities as well as instructional materials.
{"title":"Evaluation of the Implementation of Distance Education Social Studies Curriculum in Ghana","authors":"Augustus Daniel Arko, Ebenezer Kporyi","doi":"10.47747/ijets.v3i2.1107","DOIUrl":"https://doi.org/10.47747/ijets.v3i2.1107","url":null,"abstract":"This study investigated the implementation of distance education Social Studies curriculum in Ghana. A concurrent embedded mixed-method design was used for the study. Four research questions were formulated to guide the study. The population for the study consisted of all 168 Social Studies tutors of the College of Distance Education, University of Cape Coast, and data was gathered from questionnaire interviews and observations. The mean and standard deviation were used to analyse research questions one, three, and four, while thematic analysis was performed for research question two. The results revealed that the study centres of the college had inadequate physical facilities and instructional materials. Also, the primary instructional methods used by tutors at the college were discussion, expository, inquiry, discovery, role-play, and comparative learning methods but there was a lack of motivational packages for tutors. Furthermore, Social Studies tutors were found to have a high level of self-efficacy for students’ engagement and were efficient in helping students to think critically about social issues. Recommendations were made for the improvement of facilities as well as instructional materials.\u0000 ","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79423736","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 : 2023-04-07DOI: 10.47747/ijets.v3i2.1066
Thi Giao Chi Le
Higher education in South-East Asia as elsewhere in the world has been under transformations as it aims to meet increasing demands for quality workforce to fuel the economic growth and global integration. Higher education institutions are striving for quality of student learning and measures have been taken, be they quality assurance initiatives or responsible educational practices, to ultimately demonstrate their accountability towards their educational outputs – the achievement of their student learning outcomes. This paper presents an approach to measuring the attainment of student learning outcomes for a pre-service teacher education programme at a university in Vietnam. It shows attempts being made to an assessment plan to determine whether the intended learning outcomes have been achieved and to what extent. The process involves establishing a set of performance indicators (PIs) which well correspond to the set learning outcomes and identifying various types of direct student achievement data being collected and benchmarked against the set targets The findings allow some generalisations to be drawn on the overall performance of student learning with certain aspects being reported to outperform their counterparts in the programme, especially in the outcomes towards lifelong learning, personal and professional development. The paper also suggests the use of indirect evidence collected via surveys to stakeholders to allow a more comprehensive picture of the performance of student learning from which better-informed decisions could be made on changes in curricular design and delivery.
{"title":"Exploring An Approach Towards Measuring Student Learning Outcomes: A Case Study For A Pre-Service Teacher Education Programme at A University In Vietnam","authors":"Thi Giao Chi Le","doi":"10.47747/ijets.v3i2.1066","DOIUrl":"https://doi.org/10.47747/ijets.v3i2.1066","url":null,"abstract":"Higher education in South-East Asia as elsewhere in the world has been under transformations as it aims to meet increasing demands for quality workforce to fuel the economic growth and global integration. Higher education institutions are striving for quality of student learning and measures have been taken, be they quality assurance initiatives or responsible educational practices, to ultimately demonstrate their accountability towards their educational outputs – the achievement of their student learning outcomes. This paper presents an approach to measuring the attainment of student learning outcomes for a pre-service teacher education programme at a university in Vietnam. It shows attempts being made to an assessment plan to determine whether the intended learning outcomes have been achieved and to what extent. The process involves establishing a set of performance indicators (PIs) which well correspond to the set learning outcomes and identifying various types of direct student achievement data being collected and benchmarked against the set targets The findings allow some generalisations to be drawn on the overall performance of student learning with certain aspects being reported to outperform their counterparts in the programme, especially in the outcomes towards lifelong learning, personal and professional development. The paper also suggests the use of indirect evidence collected via surveys to stakeholders to allow a more comprehensive picture of the performance of student learning from which better-informed decisions could be made on changes in curricular design and delivery.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75129615","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 : 2023-04-05DOI: 10.1080/00221546.2023.2187176
Manuel S. González Canché, Jason C. Lee, Jeffrey L. Harding, J. M. Turk, Ji Yeon Bae, Chelsea Zhang
{"title":"Post-Baccalaureate Federal Loans De-Subsidization: Impacts on Compositional Attributes, Extensive and Intensive Borrowing Margins, and Anticipatory Effects","authors":"Manuel S. González Canché, Jason C. Lee, Jeffrey L. Harding, J. M. Turk, Ji Yeon Bae, Chelsea Zhang","doi":"10.1080/00221546.2023.2187176","DOIUrl":"https://doi.org/10.1080/00221546.2023.2187176","url":null,"abstract":"","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86026634","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}
During their residency year and concurrent with their first year of work at a school, teacher residents must participate in an internship workshop to receive support, empowerment, and professional development. The purpose of the current study is to examine the efficacy of an internship workshop combining simulations for teacher residents, and whether combining simulations in the workshop constitutes a teacher training tool that bridges between academia and the field with regard to group cohesion and evaluation of personal functioning in the workshop. Another purpose is to explore the resident's sense of empowerment and mental preparation after participating in the workshop. Participants included 41 teacher residents who participated in 16 simulations throughout their residency year. The study utilized a mixed methodology: a quantitative method comprised of questionnaires on social cohesion in the workshop and social-personal functioning; and a qualitative method, where the participants were interviewed at the conclusion of the workshop. The research findings show a high score for social cohesion in the workshop. Despite the disagreements among the residents, they feel safe and accepted in the group. Regarding the aspect of social-personal functioning, the residents reported that the workshop had a considerable impact on their functioning at the school and that thanks to the workshop they reached a good understanding of their behavior as teachers and of their interpersonal conduct in the group. Regarding the measure of behavior in the workshop, they reported active participation and high sharing of difficulties. In the qualitative part, in the interviews the teachers noted the importance of two processes that took place in the cohesive and supportive group. The first was their mental preparation by dealing with difficulties, challenges, and dilemmas that arose in the workshop via the simulations, as well as receiving reflective feedback and practical tools for their work. The second was the importance of assistance with the bureaucratic process until receiving the teacher's license (such as completing forms, evaluation, teacher associations, and pay). The research findings illuminate the importance of integrating simulations in internship workshops for teacher residents, which strengthens the association between academia and actual work at the school.
{"title":"Simulation-assisted Internship Workshops – A Tool for Bridging between Academia and the Field in Teacher Training in Israel","authors":"Miri Ben-Amram, N. Davidovitch","doi":"10.5430/ijhe.v12n2p36","DOIUrl":"https://doi.org/10.5430/ijhe.v12n2p36","url":null,"abstract":"During their residency year and concurrent with their first year of work at a school, teacher residents must participate in an internship workshop to receive support, empowerment, and professional development. The purpose of the current study is to examine the efficacy of an internship workshop combining simulations for teacher residents, and whether combining simulations in the workshop constitutes a teacher training tool that bridges between academia and the field with regard to group cohesion and evaluation of personal functioning in the workshop. Another purpose is to explore the resident's sense of empowerment and mental preparation after participating in the workshop. Participants included 41 teacher residents who participated in 16 simulations throughout their residency year. The study utilized a mixed methodology: a quantitative method comprised of questionnaires on social cohesion in the workshop and social-personal functioning; and a qualitative method, where the participants were interviewed at the conclusion of the workshop. The research findings show a high score for social cohesion in the workshop. Despite the disagreements among the residents, they feel safe and accepted in the group. Regarding the aspect of social-personal functioning, the residents reported that the workshop had a considerable impact on their functioning at the school and that thanks to the workshop they reached a good understanding of their behavior as teachers and of their interpersonal conduct in the group. Regarding the measure of behavior in the workshop, they reported active participation and high sharing of difficulties. In the qualitative part, in the interviews the teachers noted the importance of two processes that took place in the cohesive and supportive group. The first was their mental preparation by dealing with difficulties, challenges, and dilemmas that arose in the workshop via the simulations, as well as receiving reflective feedback and practical tools for their work. The second was the importance of assistance with the bureaucratic process until receiving the teacher's license (such as completing forms, evaluation, teacher associations, and pay). The research findings illuminate the importance of integrating simulations in internship workshops for teacher residents, which strengthens the association between academia and actual work at the school.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74554264","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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