Authors:Paul Akumdaare Atiah Pages: 140 - 163 Abstract: Portfolio assessment is a tool that enables professionals to reflect on their development. Despite the popularity of portfolio-based assessment among educators, little research has been conducted in Ghana to establish how newly trained teachers view portfolio assessment as a learning and assessment tool. A survey of newly qualified teachers was performed to learn about their experiences and perceptions of portfolio assessment as a tool for continuing professional development (CPD) and obtaining a full teaching license in Wa Municipality, Upper West Region of Ghana with a total population of 187. Out of the total population,58 newly qualified teachers (NQTs) were selected using a simple random sampling procedure. The researcher used a questionnaire as the predominant instrument to obtain data. Quantitative data were analyzed using descriptive statistics such as tables, charts, and bar graphs. Qualitative data were also analyzed using content analysis. This was based on analysis of meaning and implications emanating from the respondents’ information. The portfolio was deemed a good learning tool by the majority of the research participants, the newly qualified teachers. They did, however, believe that creating a proper portfolio is stressful and time-consuming. According to the study's findings, the system will not succeed unless students receive proper direction from academic professionals like National Teaching Council (NTC), in-service teachers, and headteachers, etc. PubDate: 2023-01-11 DOI: 10.21083/ajote.v11i2.7043 Issue No:Vol. 11, No. 2 (2023)
Authors:Gordon Yakpir, Juliet Atuguba Pages: 1 - 28 Abstract: The Window of Hope (WoH) training Module was introduced in Ghanaian Colleges of Education (CoE) by the Ministry of Education (MoE) to prepare trainees to teach sexuality education upon completion of their training. Using a document analysis methodology, we compared the processes of developing the WoH module and its content to the international technical guidance framework for teacher training on sexuality education. We found that the WoH module is unlikely to achieve its stated objectives as key components of the technical guidance are not catered to in the module. We recommend a comprehensive review of the content of WoH using the National Teacher Preparation Standards Framework and Ghana’s newly developed teacher training standards. We also recommend, broad consultations involving all interest groups in Ghana in the review process. PubDate: 2022-12-26 DOI: 10.21083/ajote.v11i2.7132 Issue No:Vol. 11, No. 2 (2022)
Authors:Eucharia Okwudilichukwu Ugwu, Francis Ezeokoli Pages: 29 - 52 Abstract: The study investigated Literature-in-English teachers' assessment literacy and practices in Nigeria. The mixed method design was adopted, and the participants were 47 secondary school teachers selected from 47 schools in the Ibadan metropolis, Oyo, State, Nigeria. Teachers’ Assessment Literacy Test (r=.78), Class Assessment Checklist, and Interview Guide were used to collect quantitative and qualitative data. The quantitative data were analyzed using the descriptive statistics, and the qualitative data were content analyzed. Analysis of data exposed teachers' inadequate knowledge of assessment and total neglect of assessment in their teaching-learning process. The frequency of teachers' practice of assessment was very low. Only 2% of the lessons taught within 10 weeks were guided with adequate formative or summative assessment; and 82% of the lessons were delivered with no assessment. Teachers used very few and easy methods of assessment that may not serve improvement purposes. They also have misconceptions about assessment. The results have implications for effective Literature-in-English pedagogy PubDate: 2022-12-26 DOI: 10.21083/ajote.v11i2.6889 Issue No:Vol. 11, No. 2 (2022)
Authors:Isaack Augustine Choma, Boniface Raymond Pages: 53 - 79 Abstract: Effective dialogic feedback demands active zonal quality assurance officers and tutors. The use of oral and written modalities to provide quality assurance feedback on learning environment in teachers’ colleges could make tutors more active in teaching. This article appraises modalities used to give feedback to tutors; and analyses the modalities regarded by tutors and quality assurance officers as effective in Tanzania. The article adopts a qualitative multiple-case study involving thirty-four respondents from three teachers’ training colleges in Tanzania. Data were collected using in-depth interviews, focus group discussions and documentary reviews with tutors. It is revealed that oral and written modalities were mainly used to give quality assurance feedback to tutors in teachers’ colleges. Moreover, these feedback modalities do not have a bearing on the effectiveness of learning in the studied institutions. The paper also identifies significant differences between the quality of oral and written feedback. Tutors tend to prefer oral to written quality assurance feedback modality. Specifically, tutors perceived oral quality assurance feedback modality as the most effective way as it allows for more interaction, collaboration and dialogue between tutors and zonal school quality assurance officers. On the other hand, zonal quality assurance officers prefer written to oral quality assurance feedback modality as most effective for permanent record keeping in the majority of cases. Moreover, written feedback is the only means by which quality assurance stakeholders get to know about the state of quality of education provision in teachers’ colleges. It was also found that the new framework for giving quality assurance feedback was adopted and implemented before tutors were adequately oriented to the framework. It is, therefore, recommended that before quality assurance framework and its modalities of giving quality assurance feedback are changing feedback modalities, the government should first consider adequate training of zonal quality assurance officers for them to perceive feedback as a dialogic process. PubDate: 2022-12-26 DOI: 10.21083/ajote.v11i2.7054 Issue No:Vol. 11, No. 2 (2022)
Authors:Selina Mkimbili, Festo Kayima Pages: 80 - 100 Abstract: This study explored learner-centered science teaching approaches that eight science-teacher educators from two teacher education colleges in Tanzania, consider when teaching their students, and the challenges encountered when attempting to implement these approaches. We used a semi-structured interview to collect data which we analysed interpretively. Our findings revealed that the aspects of learner-centered pedagogy, such as engaging student teachers in practical work and discussion, and linking classroom science to the real world, were insufficiently considered by the teacher educators in the teacher colleges studied. The challenges and or difficulties that the teacher educators in these colleges perceive to impede the implementation of learner-centered science teaching in teacher education and as well as the possible approaches that can support the implementation of learner-centered science teaching in such colleges are discussed. PubDate: 2022-12-26 Issue No:Vol. 11, No. 2 (2022)
Authors:Gabriel Walubita Pages: 101 - 121 Abstract: Executive functions development has received a considerable amount of attention in the literature and is known to predict a range of social, cognitive and emotional outcomes in both children and adults; however, little is known about factors that contribute to its development in the Zambian context due to the fragmented literature available in Zambia. A literature review was conducted using five electronic databases (University of Zambia Institutional repository, Google scholar, PubMed, BioMed Central and EBSCO Host) to identify factors that affected executive functions in preschool and primary school children in Zambia. This review established that early childhood education, socio-economic status, physical health, and culture as factors that fall under three categories namely research, environmental and biological affect the development of executive functions among children in Zambia. This review suggests that teachers, caregivers and early childhood stakeholders in Zambia need to pay attention to both environmental and biological factors when designing executive function interventions for preschool children. A focus on improving early childhood education, nutrition, access to good quality health care, intensifying appropriate cognitive stimulating parenting and teaching practices that boost EF in public preschool and primary schools is required PubDate: 2022-12-26 DOI: 10.21083/ajote.v11i2.7129 Issue No:Vol. 11, No. 2 (2022)
Authors:George Bondzie Pages: 122 - 139 Abstract: This article examines the conditions (time and supervision) in achieving self-efficacy among distance education students on internship programme in the University of Education, Winneba. The purpose of this study was to find out if the conditions of time and supervision were adequately met for distance education students on internship programme in the University of Education, Winneba (UEW) to accomplish self-efficacy. The descriptive survey design was used in conducting the study. Data was collected by means of Google Docs; questionnaires were administered via students’ WhatsApp platforms. A sample of 1,087 final year distance education students was derived for the study through the availability sampling technique. The study concluded that the condition of time allocation for OCTPs to enable UEWDESTIs to achieve self-efficacy were not adequately met in the sense that they had little time to learn more relevant teaching skills, practicalise teaching theories, participate in every activity, and practice all teaching activities learnt. In essence, UEWDESTIs would need more time to practice and develop the teaching skills necessary to become more competent teachers. PubDate: 2022-12-26 DOI: 10.21083/ajote.v11i2.6644 Issue No:Vol. 11, No. 2 (2022)
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