This book analyses English Language Teacher Education (ELTE) at Maseno University. The work assesses the implementation of the ELTE curriculum at the University, the students’ uptake of English Language and pedagogical knowledge, skills and attitudes and application of knowledge and skills acquired in the actual secondary school classrooms. The book describes in details the ELTE curriculum, its implementation, the classroom interaction by the teachers who had undergone ELTE at Maseno University, and their perception of ELTE in light of their classroom needs. The findings reveal the serious challenges facing ELTE at the University, which reduce the trainees’ confidence in the curriculum design and implementation. Given the fact that the typical Kenyan classroom was found to be characterized by severe shortages of English Language Learning resources in quality, quantity and variety; the ELTE courses were found to be lacking sensitivity to trainees’ classroom needs. This work, which contributes immensely to the understanding of University English Language teacher education in Kenya, recommends a re-think and changes to ELTE specifically, and to university teacher education in general.
The book is an eye opener to conduct research work on Elementary Teacher Education with innovative ideas.It reflects different dimensions of innovative experiments on classroom practice and novel Teacher Training programmes.It includes areas like children with special needs,community participation in school programmes,how to boost classroom practice in teaching English,case study of excellence performance of student trainees,improving quality of monitoring Teacher Training modules,how to improve classroom questioning skill.
TTowards a More Effective Initial English Language Teacher Education Programme presents a case for change and proposes innovation in initial English language teacher education (IELTE) programmes of the developing world. It urges through analysis of a programme curriculum that the major problem in most initial teacher education programmes of the developing world which results to in-effectiveness of the programmes as demonstrated by prospective teacher trainees' low proficiency and low teaching competence on graduation is a result of weak programme content and the actual training process: the content lacks some basic courses necessary for effective language teaching, and the training approach does not enhance deep learning and transfer of training-room learning into the real classroom teaching. It then presents the proposed revised programme (content and methodology) as a way forward to an effective initial teacher education programme and discusses the rationale for the changes. It lastly raises and discusses innovation issues and implementation strategies for implementing the proposed innovation.
Pointing Our Thoughts – Reflections on Harvard & Higher Education 1991–2001
This book is a product of a study on the teaching of English in Kenya. Specifically, it explores the influence of Policy, Teacher Education and Classroom practice on the Secondary School Curriculum. The study was based on field studies that collected data from teachers of English, Education officers from the Ministry of Education, the Kenya Institute of Education and the Kenya National Examinations Council. The author established that the teaching of English in Kenya is not supported by clear educational policies. He observes that the Language educational policies and the experiences in Teacher Education and Classroom practice are at variance. Prof. Barasa argues that there is need to re-define the role of English in the School curriculum to reflect the socio-cultural context in which it is being taught and learnt. In addition, the study appreciates the need for a comprehensive University programme for Language Teachers that emphasizes the use of theories of language learning in the learning situation. This book is highly recommended for English Language teacher educators and educatees, teachers and policy makers in the field of Language Education.
Education is one of the primary factors that takes a country to the ranks of developed nations. Nothing survives in modern society without knowledge. Education is a complex term but if we narrow down the meaning it remains as “an interaction between the teacher and the taught”. It is education that fits the pupil to environment. The quality of school education is the outcome of the quality of teachers and the teacher education system. Teachers are the most critical agents of change, responsible for growth, development and progress of societies and communities. They prepare the next generations, and the level of their commitment, devotion and dedication determines the future society. The role of teachers is changing in current times, characterized by globalization and liberalization and vast expansion of new information and communication technologies. It is essential that all issues critical to preparation of competent, committed and willing-to-perform teachers be examined in depth, by all stake-holders in the field of education. This study presents the status of Self-financed English medium Teacher Education Institutions of Gujarat with reference to various components.
Using nine reflections as a centerpiece, this paper aims to inform readers about the power that an international travel experience and/or practica in dual-language environments can have in becoming a more effective teacher, a culturally responsive teacher. Students with diverse backgrounds (that are different from their teacher) may have extra difficulty communicating or expressing their thoughts and ideas. Teachers need to recognize these difficulties and respond appropriately and in a constructivist manner to encourage and promote student learning. If students’ needs are rejected, teachers could generate student resistance towards learning and lose the valuable opportunity to hear diverse perspectives on a variety of issues.Throughout this paper, I will compare and share reflections I gathered from observations of mainstream and sheltered learning environments for ELLs (English language learners). These shared reflections will serve as an example of what it means to be a culturally responsive teacher. I will also explore how teacher education programs could ensure pre-service teachers are exposed to the pedagogies and practices needed to become CRTs.
This book explores the process of preparing teachers for inclusive education.The author draws insight from a research study on the English education system and then generates lessons for the countries of the South as they attempt to reform their education curricula in favour of inclusive education. A special reference is made to Zambia as a point of reflection. The book is consistent with the international community's strong thrust towards the concept of inclusive education. In particular, the United Nations organisations have argued that the principle of inclusive education should be at the centre of education reforms in order to address the challenges of exclusion. This would suggest that teacher education should be at the core of inclusive education development. However, there is no consensus on how teachers should be prepared for for it, leaving many education systems perpetuating practices that lead to marginalisation and exclusion of some learners. To this effect, this book serves as a catalyst in the implementation of inclusive education. It is a must read for schools, colleges, universities, teacher educators, education planners, inclusive education activists and scholars.
Teacher education is now at the center of educational priorities in Ethiopia. It is stated in the Ethiopian Educational and Training Policy (1994) for the introduction of far reaching changes in the system of education in the county for its qualitative improvement. Hence, one of the three areas of special attention and priority of action that the document has given is Teacher Education (focuses on teacher training and professional development of teachers). Based on this, the main objective of this study was to examine the influence of input and process related factors on the quality of Primary Teacher Education in Private Teacher Education Institutions. The finding of the study shows that primary teacher education faced serious problem of quality in Private Teacher Education Institutions.
This book is concerned with social networking in teacher education, the impact of social networking on pre-service English language teachers’ metacognitive awareness and why social networking should be integrated into teacher education. Pre-service teacher education has a double role to play in fostering learner autonomy among student teachers and in encouraging them to take the first steps towards autonomy by fostering metacognitive awareness. Nevertheless, there is little research on this issue in the relevant literature. In this regard, pre-service English teachers’ metacognitive awareness may be enhanced through social networking, which may promote professional knowledge development, professional growth, reflective thinking, and more importantly teaching awareness. Social networking can provide the missing piece by offering student teachers great opportunities to reflect upon their learning/teaching processes making them more effective teachers.
The book provides a comparative analysis of the development of Initial Teacher Education (ITE) and Training in England and Pakistan, while utilising a six-dimensional framework for ITE. The research examines to what extent the initial teacher education and training programmes provide an adequate preparation for all the needs of the primary school teachers in England and Pakistan. An integral part of this exploration was the identification of particular aspects of an ITE programme which had a significant impact in enhancing: a) the effectiveness of the programme; and b) the overall quality.The second notable feature is that this study is a comparative one. The researcher chose two countries where initial teacher training programmes were being implemented, albeit in different ways. England and Pakistan are two contrasting countries from different global regions and having different cultural and social contexts. This is not a problem for comparison because the issue is whether they provide an adequate and enriching professional preparation for beginning teachers in their respective contexts.
As school education in India has witnessed reform in school curriculum and introduction of Right to education Act 2009, the priority on reform in pre-service teacher education programmes is intensified. In the context of recommendation of the National Curriculum Framework 2005 for providing constructivist learning environment in schools and shifting in the role of teacher from information provider to a facilitator of learning, the book provides a comprehensive research report on the status of elementary pre-service teacher education programme in Delhi in the context of National Curriculum Framework 2005.
Despite the vast research on the area of corrective feedback, little is known about the views of Non-Native Mexican teachers and learners about this issue. The overall picture that emerges from the literature is fuzzy since research on the efficiency of corrective feedback has been inconclusive and the factors that affect the provision of feedback are numerous. Although teachers and learners have been the focus of this controversial area of research, there seems to be a discrepancy between teachers’ and learners’ views and expectations concerning corrective feedback. This book includes two case studies carried out in the Mexican higher education context of English language learning and focuses on teacher and learner beliefs about corrective feedback. Each case study included seven English teachers and twenty one of their students. One of the outcomes of this research was a series of teacher meetings where the participants explored the literature on corrective feedback and shared their views and corrective feedback practices. This book may be especially useful for latin american teachers and researchers interested in corrective feedback in general.
Teachers have been identified as one of the most important inputs to the education system with a greater responsibility of implementing education policies and programmes which lead to manpower development. The efficient management and utilization of this resource remains critical to the quality of learning outcomes in the education system. Targeted efforts in the past two decades have proven futile in improving the terms and conditions of work for most Kenyan teachers in the public education sector. This book intends to bring to the fore an in-depth understanding and empirically determine teacher motivational level and its influence on student academic performance in public day secondary schools in Nairobi County, Kenya. The study is grounded on Fredrick Hertzberg’s Two-Factor theory which provides a set of ideas on motivation among others. The analysis provides valuable information on teacher motivation to learning institutions, principals, teachers, the Teacher's Service Commission and the Ministry of Education (Kenya) and may be used for corrective measures to improve teacher engagement and student academic performance.
This study advocates postsecondary interdisciplinary teacher education reforms that effectively integrate discipline-based coursework with interdisciplinary courses to prepare future teachers to utilize interdisciplinary curricular approaches in education. It conceptualizes interdisciplinary teacher education based on a constructivist theoretical approach indebted primarily to State, and focuses especially on literature in the field of interdisciplinary studies, published in the India since 1997. The confluence of interdisciplinary and constructivist approaches, as well as interdisciplinarity and disciplinarity are examined. Existing interdisciplinary teacher education programs, interdisciplinary teaching strategies, and curricular designs are explored. This study provides a conceptual model that addresses teacher professionalization, interdisciplinary vision, global consciousness and wide-awakeness, and the democratic dimensions of interdisciplinary teacher education.