The Experts below are selected from a list of 18414 Experts worldwide ranked by ideXlab platform
Petrova Valentina Fedorovna - One of the best experts on this subject based on the ideXlab platform.
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Technology of Personification: Debatable Forms of Education in A Teachers' Training College
2020Co-Authors: Petrova Valentina FedorovnaAbstract:The questions of vocational Training of tutors for kindergartens in the system "a Teachers' Training College - university" are covered in this article. Debatable forms of teaching are considered as the necessary element of the personification technology algorithm applied in the university. Debatable forms allow to realize the personified mechanism of cognition: student's decision to make an action, awareness of the mode of action and the result assessment from the position of a goal. In the course of a discussion students master the ability to carry on a dialogue at three levels: dialogue with the self; interaction with various valueintellectual positions (self and another); a multiple simultaneous dialogue arising in the course of problems discussion in small groups. The problem of the research is that students of a Teachers' Training College are often not prepared for a debatable interaction, they poorly adapt for the personified mode of education in the university
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Technology of Personification: Debatable Forms of Education in a Teachers’ Training College
Procedia - Social and Behavioral Sciences, 2015Co-Authors: Petrova Valentina FedorovnaAbstract:Abstract The questions of vocational Training of tutors for kindergartens in the system “a Teachers’ Training College - university” are covered in this article. Debatable forms of teaching are considered as the necessary element of the personification technology algorithm applied in the university. Debatable forms allow to realize the personified mechanism of cognition: student's decision to make an action, awareness of the mode of action and the result assessment from the position of a goal. In the course of a discussion students master the ability to carry on a dialogue at three levels: dialogue with the self; interaction with various value-intellectual positions (self and another); a multiple simultaneous dialogue arising in the course of problems discussion in small groups. The problem of the research is that students of a Teachers’ Training College are often not prepared for a debatable interaction, they poorly adapt for the personified mode of education in the university. The developed and realized series of debatable forms in the frames of personification technology in a Teachers’ Training College allowed to prove their positive influence on the quality of students’ academic motivation and communicative skills development, decrease of students’ aggressiveness level in group work, increase of academic achievements.
I Moses - One of the best experts on this subject based on the ideXlab platform.
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Implementation of Competency Based Teaching in Morogoro Teachers’ Training College, Tanzania
Makerere Journal of Higher Education, 2013Co-Authors: Ac Kafyulilo, Ib Rugambuka, I MosesAbstract:The purpose of this study was to investigate the implementation of competency based teaching approaches in education in Morogoro Teachers’ Training College Tanzania. A total of 78 pre-service Teachers from Morogoro Teachers’ Training College participated in the study. To draw an understanding of the extent to which pre-service Teachers were well trained to implement competency based teaching approaches in their teaching, a questionnaire was administered to all 78 pre-service Teachers, and 46 of them also participated in a structured interview. Results revealed that pre-service Teachers perceived their understanding and ability to implement competency based teaching approaches as high, but during interviews it was revealed that they had difficulties in explaining some competency based concepts. Thus, it is concluded that, competency based teaching approaches are not well implemented in schools in Tanzania and more efforts need to be devoted in the development of tutors’ and principals’ understanding of competency based teaching approaches. Keywords : Competency based approaches; Teacher Training; Pedagogy
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The implementation of competency based teaching approaches in Tanzania: The case of pre-service Teachers at Morogoro teacher Training College
2012Co-Authors: Ac Kafyulilo, I Moses, Ib RugambukaAbstract:The purpose of this study was to investigate the implementation of competency based teaching approaches in education in Tanzania. A total of 78 pre-service Teachers from Morogoro Teachers’ Training College participated in the study. To draw an understanding of the extent to which pre-service Teachers were well trained to implement competency based teaching approaches in their teaching, a questionnaire was administered to all 78 pre-service Teachers, and 46 of them participated also in a structured interview. Results revealed that pre-service Teachers perceived their understanding and ability to implement competency based teaching approaches were high, but during interviews it was revealed that they had difficulties in explaining some competency based concepts. Thus, it is concluded that, competency based teaching approaches are not well implemented in schools in Tanzania and more efforts need to be devoted in the development of tutors’ and principals’ understanding of competency based teaching approaches.
Ib Rugambuka - One of the best experts on this subject based on the ideXlab platform.
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Implementation of Competency Based Teaching in Morogoro Teachers’ Training College, Tanzania
Makerere Journal of Higher Education, 2013Co-Authors: Ac Kafyulilo, Ib Rugambuka, I MosesAbstract:The purpose of this study was to investigate the implementation of competency based teaching approaches in education in Morogoro Teachers’ Training College Tanzania. A total of 78 pre-service Teachers from Morogoro Teachers’ Training College participated in the study. To draw an understanding of the extent to which pre-service Teachers were well trained to implement competency based teaching approaches in their teaching, a questionnaire was administered to all 78 pre-service Teachers, and 46 of them also participated in a structured interview. Results revealed that pre-service Teachers perceived their understanding and ability to implement competency based teaching approaches as high, but during interviews it was revealed that they had difficulties in explaining some competency based concepts. Thus, it is concluded that, competency based teaching approaches are not well implemented in schools in Tanzania and more efforts need to be devoted in the development of tutors’ and principals’ understanding of competency based teaching approaches. Keywords : Competency based approaches; Teacher Training; Pedagogy
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The implementation of competency based teaching approaches in Tanzania: The case of pre-service Teachers at Morogoro teacher Training College
2012Co-Authors: Ac Kafyulilo, I Moses, Ib RugambukaAbstract:The purpose of this study was to investigate the implementation of competency based teaching approaches in education in Tanzania. A total of 78 pre-service Teachers from Morogoro Teachers’ Training College participated in the study. To draw an understanding of the extent to which pre-service Teachers were well trained to implement competency based teaching approaches in their teaching, a questionnaire was administered to all 78 pre-service Teachers, and 46 of them participated also in a structured interview. Results revealed that pre-service Teachers perceived their understanding and ability to implement competency based teaching approaches were high, but during interviews it was revealed that they had difficulties in explaining some competency based concepts. Thus, it is concluded that, competency based teaching approaches are not well implemented in schools in Tanzania and more efforts need to be devoted in the development of tutors’ and principals’ understanding of competency based teaching approaches.
Ac Kafyulilo - One of the best experts on this subject based on the ideXlab platform.
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Implementation of Competency Based Teaching in Morogoro Teachers’ Training College, Tanzania
Makerere Journal of Higher Education, 2013Co-Authors: Ac Kafyulilo, Ib Rugambuka, I MosesAbstract:The purpose of this study was to investigate the implementation of competency based teaching approaches in education in Morogoro Teachers’ Training College Tanzania. A total of 78 pre-service Teachers from Morogoro Teachers’ Training College participated in the study. To draw an understanding of the extent to which pre-service Teachers were well trained to implement competency based teaching approaches in their teaching, a questionnaire was administered to all 78 pre-service Teachers, and 46 of them also participated in a structured interview. Results revealed that pre-service Teachers perceived their understanding and ability to implement competency based teaching approaches as high, but during interviews it was revealed that they had difficulties in explaining some competency based concepts. Thus, it is concluded that, competency based teaching approaches are not well implemented in schools in Tanzania and more efforts need to be devoted in the development of tutors’ and principals’ understanding of competency based teaching approaches. Keywords : Competency based approaches; Teacher Training; Pedagogy
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The implementation of competency based teaching approaches in Tanzania: The case of pre-service Teachers at Morogoro teacher Training College
2012Co-Authors: Ac Kafyulilo, I Moses, Ib RugambukaAbstract:The purpose of this study was to investigate the implementation of competency based teaching approaches in education in Tanzania. A total of 78 pre-service Teachers from Morogoro Teachers’ Training College participated in the study. To draw an understanding of the extent to which pre-service Teachers were well trained to implement competency based teaching approaches in their teaching, a questionnaire was administered to all 78 pre-service Teachers, and 46 of them participated also in a structured interview. Results revealed that pre-service Teachers perceived their understanding and ability to implement competency based teaching approaches were high, but during interviews it was revealed that they had difficulties in explaining some competency based concepts. Thus, it is concluded that, competency based teaching approaches are not well implemented in schools in Tanzania and more efforts need to be devoted in the development of tutors’ and principals’ understanding of competency based teaching approaches.
Berhanu Nigussie Worku - One of the best experts on this subject based on the ideXlab platform.
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the quality of evening education program at jimma Teachers Training College jttc in oromia ethiopia
European Scientific Journal ESJ, 2014Co-Authors: Berhanu Nigussie WorkuAbstract:The central objective of the study was to investigate the quality of evening continuing education program at JTTC. Data for this study were collected from students and instructors of four existing evening program in the College; registrar officer was also a major data source. In addition, information from direct class observations and students’ academic records were used as data sources. For triangulation purpose, interview guide, questionnaire, focus group discussion guide, observation checklist and document analysis form were, accordingly, used as instruments for data collection. And, the collected data were analyzed using both qualitative and quantitative methods; though qualitative method was dominantly used. The results of the study showed that the dropout rates in all the departments were in large proportion, especially in the department of Civics. The major reason for the dropout was found to be academic dismissals. Furthermore, student respondents described instructors’ lack of subject matter knowledge and pedagogical skills, negative attitudes towards evening students, unpunctuality and lack of sufficient educational resources as major problems that had worked against their successful learning. They also added inconvenient teaching-learning atmosphere, timing of the evening program, personal and occupational problems as major obstacles to their academic performances. On the other hand, teacher respondents attributed the challenges to lack of guidance and counseling services, students’ poor educational background, some students’ lack of interest in learning, lack of reference materials in Afan oromo and ICT services. It was stressed that the quality of teaching-learning in particular and evening education program at the College, in general, was under threat. Ideas were further discussed and implications about quality in evening continuing education program at the College were underlined.
