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Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universitiesAdinew Tadesse Degago 04 1900 (has links)
The study explored instructors' conceptions of teaching and their teaching practices in four Ethiopian universities in the light of the existing calls for the employment of student-centred approach to teaching in higher education in Ethiopia. The study was grounded on the assumption that instructors are unlikely to adopt student-centred approach to teaching unless their conceptions of teaching are developed and/or unless the teaching environment is supportive. To address the objective of the study, data were collected using a mixed methods research design using a sequential exploratory strategy. Based on this strategy, data were obtained first qualitatively from 20 instructors through interviews and classroom observations and then quantitatively from 160 instructors and 170 students through questionnaires. The data from the interviews and the classroom observations were analysed qualitatively using a phenomenographic approach and content analysis respectively whereas the data from the questionnaires were analysed statistically using SPSS. From this, frequencies, mean scores and percentages were computed in order to summarise and interpret responses. In addition, independent samples test and one-way ANOVA were applied to examine the differences in conceptions of and approaches to teaching among instructors. Furthermore, Pearson correlation coefficient was applied to examine the relationship between instructors‟ conceptions of teaching and their teaching practices. From the results, it was found that instructors‟ conceptions of teaching in the four universities incline towards the student-centred conception of teaching though there were also instructors whose conceptions of teaching were the traditional teacher-centred. Regarding teaching practices, although the instructors claimed that their teaching practices were student-centred, the results of the study appear to suggest that meaningful instructional practices were still under the influence of the traditional conception of teaching. In addition, numerous factors were found to be impeding the proper implementation of student-centred instruction including the background of the students, the instructors‟ obsession with lecturing and lack of enabling environment. Based on the findings, teaching improvement programs that develop instructors‟ conceptions of teaching were suggested. Furthermore, a supportive environment that enables instructors to translate their changed conceptions of teaching into their teaching practices was recommended. Finally, recommendations for further studies were provided. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universitiesAdinew Tadesse Degago 04 1900 (has links)
The study explored instructors' conceptions of teaching and their teaching practices in four Ethiopian universities in the light of the existing calls for the employment of student-centred approach to teaching in higher education in Ethiopia. The study was grounded on the assumption that instructors are unlikely to adopt student-centred approach to teaching unless their conceptions of teaching are developed and/or unless the teaching environment is supportive. To address the objective of the study, data were collected using a mixed methods research design using a sequential exploratory strategy. Based on this strategy, data were obtained first qualitatively from 20 instructors through interviews and classroom observations and then quantitatively from 160 instructors and 170 students through questionnaires. The data from the interviews and the classroom observations were analysed qualitatively using a phenomenographic approach and content analysis respectively whereas the data from the questionnaires were analysed statistically using SPSS. From this, frequencies, mean scores and percentages were computed in order to summarise and interpret responses. In addition, independent samples test and one-way ANOVA were applied to examine the differences in conceptions of and approaches to teaching among instructors. Furthermore, Pearson correlation coefficient was applied to examine the relationship between instructors‟ conceptions of teaching and their teaching practices. From the results, it was found that instructors‟ conceptions of teaching in the four universities incline towards the student-centred conception of teaching though there were also instructors whose conceptions of teaching were the traditional teacher-centred. Regarding teaching practices, although the instructors claimed that their teaching practices were student-centred, the results of the study appear to suggest that meaningful instructional practices were still under the influence of the traditional conception of teaching. In addition, numerous factors were found to be impeding the proper implementation of student-centred instruction including the background of the students, the instructors‟ obsession with lecturing and lack of enabling environment. Based on the findings, teaching improvement programs that develop instructors‟ conceptions of teaching were suggested. Furthermore, a supportive environment that enables instructors to translate their changed conceptions of teaching into their teaching practices was recommended. Finally, recommendations for further studies were provided. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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An exploratory analysis of pedagogical practices in science classrooms : a case studyNwosu, Chidiebere Marcellinus 05 1900 (has links)
This study sought to explore the pedagogical practices of teachers in science
classrooms. In this study, pedagogical practices are taken as interactions between
teachers, learners and learning tasks which aim to promote and facilitate learning of their
learners
The study adopted an exploratory sequential mixed-methods design to collect both
quantitative and qualitative data from the senior phase (i.e. grades 7-9) Science
teachers. The teachers were purposively selected; two from rural schools and two from
urban schools in the Limpopo Province of South Africa. Data on teachers’ pedagogical
practices were collected using survey questionnaire, focus group interview and lesson
observation.
The main research question for the study is “what are teachers’ pedagogical practices
when teaching science?” This overriding research question was addressed by exploring
the specific research questions: 1) how do science teachers teach their lessons? And 2)
what informs teachers’ pedagogical practice when teaching science?
The null hypothesis for this study was “there is no significant difference between teachers’ qualification and their pedagogical practice when teaching science” while the
alternative hypothesis was “there is significant difference between teachers’ qualification
and their pedagogical practice when teaching science”.
The quantitative data collected by means of structured questionnaires was analysed
using a computer package (i.e. SPSS version 22) while the qualitative data collected by
means of focus group interviews and lesson observation was analysed using content
and thematic analysis.
The findings from the study revealed that teachers in the study incorporate in varying
degrees learner – centred; and teacher- centred pedagogies in their science lessons.
Whilst majority of the teachers in the study expressed a behaviouristic view of learning,
which indicates a predisposition to teacher – centred pedagogy in the classroom;
however, other pedagogical practices indicated by the teachers and observed in the
science lessons are consistent with constructivist or learner – centred pedagogy which suggests strategies that may be used to provide a meaningful learning experience in
science.
The study further found that there is a significant association between the educational
qualification and their pedagogical practice when teaching science in the visited
schools; therefore the alternative hypothesis is accepted and the null hypothesis is
rejected.
Based on the findings of the study, the following recommendations are made:
i. In service training on subject content knowledge for natural science teachers,
especially those without science qualifications so that they can grapple with the
subject content knowledge.
ii. Science workshops to be organized from time to time to train teachers on effective
teaching practices in the classroom.
iii. Outsourcing or involving more than one teacher in the teaching of natural science in
schools.
iv. Equipping of schools with science laboratories so that teachers can carry out
science experiments with learners.
v. The schools must ensure that only teachers with science qualifications are assigned
to teach natural sciences in the senior phase. / Curriculum and Instructional Studies / Ph. D. (Education (Curriculum Studies))
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Teachers’ perceptions on learner-centred approach : a case of selected secondary schools in NamibiaShatumbu, Ndapanda Loide 05 1900 (has links)
Namibia is one of the countries with distinct historical education systems that
shifted from the traditional teacher-centred approach to learner-centred
approach to improve learning outcomes. Despite for the call upon secondary
school teachers in Namibia to adopt the learner-centred approach, the pass
rates for Grade 10 Junior Secondary Certificate (JSC) in Namibia remains very
low with about 50% of the Grade 10 JSC learners failing to make it for senior
secondary level. Therefore, this study sought to explore science teachers’
knowledge, practice and perception of learner-centred approach. This study
employed a pragmatic approach using an explanatory sequential mixedmethods
design to collect quantitative data first and then explaining the
quantitative results with in-depth qualitative data. The structured questionnaire,
interview protocol and observation protocol were used as research instruments to collect data from a sample of 20 participants. The quantitative data analysis
was used for the data collected by the questionnaire while qualitative data
analysis was used for the data collected by interview and the observation
protocols. The results showed an understanding of learner-centred approach
and most teachers use a mixed approach to teaching that incorporates both
learner-centred approach and teacher-centred approach. Furthermore, results
showed that teachers view learner-centred approach as effective but its
effectiveness is reduced by poor participation of learners, large class sizes and
inadequate instructional materials. Following the results, it was recommended
that the Ministry of Education and education policy makers must consider
strategies to reduce challenges to the effectiveness of learner-centred approach to improve learner performance. / Science and Technology Education / M. Ed. (Natural Science Education)
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