Pre-service teachers

Contextualization Strategies Used by Pre-service Teachers’ in Teaching English Grammar in Malawian Secondary Schools

1 Comment / Vol 4, Issue 3 /

Author: Esther Nanyinza (University of Livingstonia, Malawi) and Ecloss Munsaka, PhD (University of Zambia) Abstract: The purpose of this study was to explore contextualization strategies used by pre-service teachers when teaching English grammar during their teaching practicum in secondary schools in Malawi. The study employed a qualitative single case study design. From the population of […]

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Factors Influencing the Implementation of the Lesson Study Approach in Pre-service Teacher Education in Tanzania

Leave a Comment / Vol 4, Issue 1 /

Authors: Jimmy Ezekiel Kihwele, PhD (Mzumbe University) and Edward Noel Mwamakula (Mzumbe University) Abstract: Teachers’ education programs inadequately produce highly knowledgeable and competent teachers to support quality education. The situation necessitates plans to ensure the availability of systemic and continuous teacher professional development. This study explored factors influencing the implementation of lesson study in pre-service

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Gender differences in Performance in Integrated Science among Pre- Service Science Teachers: A Case of a University in Ghana

Leave a Comment / Vol 3, Issue 6 /

Authors: Nelly Sakyi–Hagan (University of Education, Winneba, Ghana) and Ruby Hanson (University of Education, Winneba, Ghana) Abstract: While pre-service science teachers are an important group of stakeholders in a nation’s pursuit of scientific literacy, scientific development and technological advancement in this modern era, this study sought to determine any gender differences in performance in Integrated

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Development and Assessment of Reflective Skills among Teacher Trainees in Tanzania

Leave a Comment / Vol 2, Issue 3 /

Author: Raymond Martin Ndomba (Beijing Normal University, China) Abstract: Reflective skills are a required ability that needs to be developed and assessed in any teacher training institution for quality practice and overall professional effectiveness. This study employed a case study design in exploring how teacher educators viewed the development and assessment of the reflective skills

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Pre-Service Teachers’ Motivation, Practices and Challenges in Using Mobile Learning to Enhance Teaching Activities in Tanzania

1 Comment / Vol 1, Issue 2 /

Authors: Mohamed Muhibu Chuma (Faculty of Education, Beijing Normal University, China) and Jimmy Ezekiel Kihwele (Faculty of Education, Mzumbe University, Tanzania) Abstract: The study explored the motivation, practices and challenges of pre-service teachers in using mobile learning to enhance teaching activities. The ground of the study was the digital revolution of mobile electronic devices that

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Early Childhood Pre-Service Teachers’ Conception of Living and Non- Living Things in a Ghanaian College of Education

Leave a Comment / Vol 1, Issue 1 /

Author: Sakina Acquah, PhD Abstract: The study examined pre-service teachers’ conception of living and non-living things and their classification using a case study design. The mixed method approach was employed for this study. Census sampling technique was initially used to collect data from 70 participants who complete a questionnaire. Afterwards, purposive sampling technique was used

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Impact of Teaching Practice on Pre-Service Teachers’ Pedagogical Competencies in Tanzania

Leave a Comment / Vol 1, Issue 1 /

Authors: Jimmy Ezekiel Kihwele, Raiza Mtandi Abstract: Teaching practice is an integral part in preparing pre-service teachers and initiates them to the actual teaching environments. TP has been frequently interrupted hence raising a concern about its contribution on improving pedagogical competencies. This study sought to understand the contribution of teaching practice on developing pre-service teachers’

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