teacher education

Preservice Teachers’ Professional Experiences during Internship at the University of Education, Winneba, Ghana

Leave a Comment / Vol 4, Issue 3 /

Author: Rosemary Naana Kumi-Manu (University of Education, Winneba, Ghana), Prof. Sakina Acquah, PhD (University of Education, Winneba, Ghana) and Fortune Addo-Wuver (University of Education, Winneba, Ghana) Abstract: This study examined the effectiveness of how preservice teachers of the University of Education, Winneba are mentored when on internship. The study employed the sequential explanatory mixed-methods research […]

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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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Perceived Impact of Collaborative Partnerships on Student Teachers’ Core Skills of the 21st Century: A Case of East-Central and Southern Ethiopia

Leave a Comment / Vol 3, Issue 4 /

Author: Tesfaye Tadese Hailegnaw, PhD (University of Eastern Africa Baraton) Abstract: The study explored the perceived impact of collaborative partnerships on the core skills of the 21st century in learning institutions East-Central and Southern Ethiopia using the descriptive research design. The study involved 7 colleges of teacher education and 35 secondary schools with 6021 college

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Student Teachers School Experience in Zambia: Experiences and Challenges

Leave a Comment / Vol 3, Issue 2 /

Authors: Innocent Mutale Mulenga (The University of Zambia) and Katongo Bwalya (The University of Zambia) Abstract: The purpose of this study was to establish challenges and experiences faced by student teachers during teaching practice in Zambia. The study employed the concurrent embedded design. Data was collected from 280 respondents including 200 student teachers, 30 host

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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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Integration of Gender Equality and Language Diversity in Zimbabwe Teacher Education Curriculum

Leave a Comment / Vol 2, Issue 2 /

Author: Munyaradzi Chidarikire, (Bindura University Science Education, Zimbabwe), Cecilia Muza, (Great Zimbabwe University), Hessie Beans, (Great Zimbabwe University, Zimbabwe). Abstract: This article explored the perceptions of lecturers on integration of gender equality and language diversity in Zimbabwe University teacher education curricula through the qualitative phenomenological design. Out of the population of forty lecturers from one

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