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Student Teachers’ Perspectives on Supported Teaching in School Programme in Colleges of Education in Ghana
Issue:
Volume 10, Issue 4, December 2021
Pages:
100-110
Received:
2 September 2021
Accepted:
22 September 2021
Published:
29 September 2021
Abstract: The main purpose of the study was to seek student teachers' perspectives on the practices of Supported Teaching in School Programme in Colleges of Education in Ghana; particularly, Colleges in the northern sector of Ghana. The population of the study consisted of all student teachers in Colleges of Education in Ghana. The target population was all student teachers of the three (3) selected Colleges of Education in the northern sector of Ghana namely; Tamale College of Education, Gambaga College of Education and ST. John Bosco College of Education. The sample size was ninety (90) third-year student teachers comprising thirty (30) student teachers each, who were conveniently chosen based on proximity. An opportunistic sampling technique was used to select student teachers for the study. A cross-sectional survey was adopted with an exploratory design. Results of the study indicated that there exists a communication gap between some Colleges of Education and partner schools; thereby resulting in unfriendly receptions given to student teachers by authorities of partner schools and mentors. The study also indicated that the Supported Teaching in School Programme (STS) is adequately assisting student teachers to develop professional skills, attitudes, and values of teaching including knowledge of inclusivity, equity, and support for learners learning progress in the classroom. Based on the results of the study, it is recommended that policymakers (Ministry of Education and Ghana Education Service) should strategically provide enough resources such as syllabi, Teachers' Handbooks, and logistics for effective practice of the programme since it adequately develops student teachers’ teaching professionalism. It is also recommended that improvement needs to be considered by some of the Colleges of Education to close and strengthen the communication gap existing between them and partner schools by pre-informing them before assigning student teachers to them.
Abstract: The main purpose of the study was to seek student teachers' perspectives on the practices of Supported Teaching in School Programme in Colleges of Education in Ghana; particularly, Colleges in the northern sector of Ghana. The population of the study consisted of all student teachers in Colleges of Education in Ghana. The target population was all ...
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Fiscal Policies of Early Childhood Education in China: A Historical Overview from the Cost-sharing Perspective
Issue:
Volume 10, Issue 4, December 2021
Pages:
111-116
Received:
1 September 2021
Accepted:
22 September 2021
Published:
5 October 2021
Abstract: Early childhood education in China has undergone dramatic changes during the past seven decades, associated obviously with the rapid social transition and economic growth. Educational policies and government investments are supposed to be the key influential factors in the development of early childhood education. By decomposing the historical progression of early childhood education in China into four stages, this article sets out to explore the dynamics of early childhood education through the lens of fiscal policies. Following a historical overview and analysis, the article reveals that the evolution of fiscal policies of early childhood education are highly related to and influenced by the development of the society and its economic status. Top-level design and overall planning of early childhood education are proven to be the most essential factors for its sustainable development. Hence, the laws and regulations concerning the educational and welfare value of early childhood education and fiscal responsibilities of governments at all levels should be clear and definite so as to make sure the stable financial funding and supporting. In order to establish and expand the public system of early childhood education services, governments of higher levels should take more fiscal responsibilities and look for ways to fund early childhood education efficiently and effectively.
Abstract: Early childhood education in China has undergone dramatic changes during the past seven decades, associated obviously with the rapid social transition and economic growth. Educational policies and government investments are supposed to be the key influential factors in the development of early childhood education. By decomposing the historical prog...
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There Is a Complementarity Between the Role of the Family and That of the School in the Education: Health Education for Schoolchildren in Tanguiéta
Raymond-Bernard Ahouandjinou,
Raymond Yatté Gnonle
Issue:
Volume 10, Issue 4, December 2021
Pages:
117-123
Received:
7 September 2021
Accepted:
26 September 2021
Published:
5 October 2021
Abstract: Health education policies are essential factors in well-being, academic success and equity. Schools appear to be the ideal place to promote health and related subjects like hygiene. However, the practice of hygiene in schools is still insignificant. The research conducted analyzes the effects of the awareness and practice of body and clothing hygiene on the schoolchildren’s health in Tanguiéta. To achieve this, a mixed approach was chosen, with a survey unit made of 98 subjects. The questionnaire, interview, documentary research and observation were the main investigation tools. The processing and analysis of the data was made with the R. Langford’s analysis model (2004). From the analysis, the reasons for the poor hygiene can be summarized as the absence of parental monitoring and teacher commitment, but also the absence of equipment in schools. On the other hand, the results reveal that body and clothing hygiene practices help to avoid diseases and to preserve health on the basis of appropriate behavioral choices.
Abstract: Health education policies are essential factors in well-being, academic success and equity. Schools appear to be the ideal place to promote health and related subjects like hygiene. However, the practice of hygiene in schools is still insignificant. The research conducted analyzes the effects of the awareness and practice of body and clothing hygie...
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Research on the Development of Primary School Students' Key Literacy in Western China
Shu Han,
Xinyu Wang,
Yushun Li
Issue:
Volume 10, Issue 4, December 2021
Pages:
124-133
Received:
22 September 2021
Accepted:
11 October 2021
Published:
21 October 2021
Abstract: With the continuous advancement of global education reform, "key literacy" has become an important indicator to measure the development status and potential of students. To develop students' key literacy in western China, researchers went deep into the actual education situation in western China and collected status data, then summed up outstanding experiences and found challenges and put forward feasible strategies. The research subjects were students from six urban primary schools and four rural primary schools in Lanzhou, Gansu Province. This research adopted questionnaire survey, focus group interviews and individualized interviews. 3025 students were quantitatively investigated by using network-based questionnaire in the early stage. Later, focus group interviews and individualized interviews were conducted to investigate the development of students in all aspects. The quantitative and interview data shows that the development level of primary school students' cultural understanding and inheritance competence, communication competence and cooperation competence in the western region are good, while the critical thinking and innovation competence need to be strengthened. The development level of key literacy of urban school students is generally higher than that of rural school students. The development of rural schools is relatively backward, which is not only reflected in hardware equipment and resources, but also in the literacy level of teachers and students. Finally, some feasible strategies are put forward, such as increasing investment in rural schools and resources; developing urban and rural teaching community; exploring the development path of in-depth integration of information technology and curriculum.
Abstract: With the continuous advancement of global education reform, "key literacy" has become an important indicator to measure the development status and potential of students. To develop students' key literacy in western China, researchers went deep into the actual education situation in western China and collected status data, then summed up outstanding...
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Challenges and Extent of Readiness Among Teachers in the Implementation of the Kindergarten Curriculum in Select Public Elementary Schools in the Philippines
Cristie Ann Labandero Jaca,
Janna Luz Lopez-Baroman
Issue:
Volume 10, Issue 4, December 2021
Pages:
134-144
Received:
26 September 2021
Accepted:
13 October 2021
Published:
21 October 2021
Abstract: The implementation of the Kindergarten curriculum received varied feedback from stakeholders. This study determined and analyzed the extent of readiness in the implementation of the kindergarten curriculum and the challenges encountered by teachers in public elementary schools in the Division of Cebu City, Philippines. It employed the mixed method using the quantitative–qualitative technique. The study was conducted in the Department of Education (DepEd) Cebu City Division, with Kindergarten teachers and school heads who answered the adapted instrument on contextualizing the Kindergarten curriculum. The gathered data were treated using descriptive and inferential statistics supported by thematic analysis. The study revealed that teachers are always ready for the implementation of the Kindergarten curriculum. Further, the study finds a significant relationship between age, educational qualification, and years of teaching experience of teachers in the use of available materials. Furthermore, there is a significant difference in the school environment when grouped by its clustered district. The study concluded that the implementation of the contextualized Kindergarten curriculum based on the availability of instructional materials, forms of learning, the evaluation method of learners, and the school environment were always made available for teachers to use. After the school heads’ answers were transcribed, coded, categorized, and analyzed, three themes emerged: preparation time, development of instructional materials, and the need for teacher training. Their expressed challenges are categorized into Language Difficulties, Preparation Time, and Instructional Materials Development.
Abstract: The implementation of the Kindergarten curriculum received varied feedback from stakeholders. This study determined and analyzed the extent of readiness in the implementation of the kindergarten curriculum and the challenges encountered by teachers in public elementary schools in the Division of Cebu City, Philippines. It employed the mixed method ...
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Play Based Learning with Early Childhood Learners: Perspectives of Kindergarten Teachers in the Wenchi Municipality
Issue:
Volume 10, Issue 4, December 2021
Pages:
145-151
Received:
19 October 2021
Accepted:
13 November 2021
Published:
2 December 2021
Abstract: Play allows children to build and extend their knowledge and skills as they interact with their environment, with others, and on their own. This research study aimed at exploring kindergarten teachers’ perspectives on the ‘play based learning’ approach to teaching Early Childhood classrooms. This study employed a qualitative research design with the use of a descriptive survey. Purposive and simple random sampling techniques were used to draw 100 kindergarten teachers from the public kindergarten schools. Questionnaire was used to gather the data from the respondents. The descriptive analysis was the procedure applied for the data analysis. The findings of the study revealed that the majority of the kindergarten teachers have knowledge and understanding of the concept play based learning approach to teaching. However, lack of learning materials, parent’s expectations on children’s academic performance and large class size were the major factors impeding teachers from implementing the play based learning in Early childhood classrooms. The study recommended that the Education Directorate in collaboration with the Local Assembly should supply learning materials to schools, organise regular in-service training to teachers, and build more classrooms so as to curb the challenges raised.
Abstract: Play allows children to build and extend their knowledge and skills as they interact with their environment, with others, and on their own. This research study aimed at exploring kindergarten teachers’ perspectives on the ‘play based learning’ approach to teaching Early Childhood classrooms. This study employed a qualitative research design with th...
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