A study of the implementation of the improvised single camera microteaching programme at the University of Port Harcourt (Published)
Citation: Agwu, Christopher Okechikwu and Iderima, E. Chris (2022) A study of the implementation of the improvised single camera microteaching programme at the University of Port Harcourt, European Journal of Training and Development Studies, Vol.9 No.2, pp.1-10
Abstract: This study sought to develop a model of improvised microteaching technology that can be deployed for the success of teacher education programmes in moments of fiscal deficit and equipment down time. Using a single video camera to improvise a video technology based microteaching laboratory, the study analysed the impact of video feedback on trainee teachers self confidence, quality of voice level in delivery of instruction, overall improvement of teaching skills and the inherent challenges. The study revealed that the improvised single camera model of microteaching is less technology intensive, cost effective, and a result oriented model of microteaching programme. With the challenge of high waiting time resulting from the use of one camera and the need for alternative source of electricity supply, it is recommended that the model be applied in the teacher education institutions with proper planning.
Formative Assessment in the Social Studies Classroom: How Senior High School (SHS) Teachers in Ghana Actualise It (Published)
Formative assessment of students’ learning is said to have a positive impact on students’ learning, and thus the call on teachers to employ this mode of assessment in their classroom practices. There is however little indication that teachers in Ghana have heeded to this call. This study therefore sought to examine the formative assessment practices of six Senior High School (SHS) Social Studies teachers; conveniently drawn from the Northern and Central regions of Ghana. The study adapted the ‘Formative Assessment Classroom Observation and Lesson Planning Tool’ (FACOLPT) for data collection. Data collected were thematically analysed. The study reveals that the assessment practices of these teachers are not in congruence with contemporary established practices. It is therefore being recommended that teachers are given enough pre-service and in-service training in formative assessment so as to increase their understanding of the concept and also help reorient their beliefs. It is believed that teachers, when adequately trained in this direction, will begin to see assessment more positively and use it not only to improve students’ performance but also to improve their own instructional practices.