International Journal of Education, Learning and Development (IJELD)

EA Journals

Pre-Service Teachers

Pre-Service Teachers’ Perceptions of College Tutors’ Use of Student-Centred Approach of Teaching and Learning Mathematics (Published)

Citation: Mark Mishiwo(2022)   Pre-service teachers’ perceptions of college tutors’ use of student-centred approach of teaching and learning mathematics, International Journal of Education, Learning and Development, Vol. 10, No.2, pp.56-66

Abstract: The study sought to explore pre-service teachers’ perceptions of tutors’ use of student-centred approach of teaching and learning Mathematics in Akatsi College of Education. The study also evaluated pre-service teachers’ learning experiences in relation to their active and passive learning.The study used descriptive survey design. A structured questionnaire was used to collect data from one hundred and ninety-seven pre-service teachers who were purposively sampled for the study. The data collected was analysed using means and standard deviations. The results of the study revealed that College tutors used both student-centred and teacher-centred approaches of teaching Mathematics. In addition, students’ learning experiences could be described as a mixed bag, incorporating both active and passive learning experiences, with most of the pre-services involved in active learning. Consequently, it was recommended that during the development and implementation of the subject course manuals, tutors should be encouraged to use student-centred approach of teaching and learning Mathematics in the Colleges of Education. Also, since stakeholders of Initial Teacher Education programme, made provision for 60% of continuous assessment marks in the implementation National Teacher Education Assessment Policy, tutors no matter the circumstances, should engage pre-service teachers in student-centred Mathematics lessons.


Keywords: Mathematics, Pre-Service Teachers, active learning, student-centred teaching and learning

Pre-Service Teachers Assessment of Student Learning in Science Education (Published)

This paper was conducted to examine the tools, strategies, and problems encountered in assessing student learning by pre-service teachers in science during their on-and-off campus clinical experience. A explanatory sequential mixed method design (Creswell, 2003) was used in this study. Three research-made instruments were used in this study: The Assessment Checklist for Student Teachers in Science, Focus Group Discussion (FGD) Questions, and the In-depth Interview Questions. There were 17 pre-service teachers participated from a teacher education institution. Findings of the study using Kruskal-Wallis One-way Analysis of Variance and Thematical Analysis using Phenomenological Reduction Method revealed the assessment tools used most frequently and least frequently, assessment strategies, and the problems encountered by pre-service teachers in science in assessing student learning.  The findings also revealed that there was a significant difference in the use of rubric (p value=0.045) as the least frequently used assessment tool by pre-service teachers in science when grouped according to specialization.

Keywords: Assessment, Pre-Service Teachers, Science Education, Sequential Explanatory, and Student Learning

Pre-Service Teachers’ Perceptions and Preferences of Feedback Process (Published)

In any teacher education program, the attention is always paid to the quality of feedback provided in the practicum courses as the cornerstone to improve future teachers’ teaching performance. This includes the type of feedback provided by practicum supervisors, the timing and frequency of the feedback and the way of giving feedback. This study examines the perceptions of pre-service teachers studying at Bahrain Teachers College (BTC), University of Bahrain, about the quality of feedback received from their practicum supervisors. It also aims to find out to what extent pre-service teachers are familiar with the concept of feedback and which type (s) of feedback they prefer in improving their teaching practice. A quantitative and qualitative research method was used to answer the research questions. Data were collected using a questionnaire with closed and open-ended questions for pre-service teachers who were taking TCPB 426 Teaching Practice 4 & Seminar course. The findings revealed that the participants demonstrated good level of awareness of the concept of feedback in addition to clear understanding of the role feedback plays in professional development. The quality of the feedback received from their supervisors was reported to be clear, straightforward and helpful in improving teaching performance. The findings could help in improving the quality of feedback by considering student teachers’ needs and suggestions as well as in assisting supervisors, as decision makers, in making essential modifications to provide student teachers with more effective and constructive feedback.

Keywords: Feedback Process, Practicum, Pre-Service Teachers, Supervisors’ Feedback

Impact of Singing Experiences on Professional Practice: Narratives of Five Primary School Teachers (Published)

Singing is considered as an important activity in Wesley College of Education, Kumasi in Ghana. As a Christian-dominated teacher training institution established by the Wesleyan mission in 1922, pre-service teachers are taught how to sing hymns and other songs for preparation to participate in Sunday church services and also to build a repertoire of songs for future use during their professional practice. This study employ participant narratives to examine the impact of singing experiences on teacher professional practice in the classroom and in the primary school environment.   

Keywords: Pre-Service Teachers, Primary School, Singing, Teachers

Project-Based Learning: Implementation & Challenges (Published)

This study is an attempt to investigate the possibility of applying PBL in some Bahraini Primary Sschools. It also aimed to explore the challenges that might occur during the application of PBL in actual classroom situation. Both questionnaire and semi-structured interviews were employed in gathering the data. A total of 24 pre-service teachers in 8 schools took part in this study during the academic year 2016/2017. The findings of the study revealed that more than 3/4 of the participants were unable to implement PBL with their students. The various challenges they encountering were also indentified. These included choosing a significant content,  time management, monitoring and assessment, and lack of facilities. Finally,  based on the results, some suggestions and recommendations that could help teachers, schools and decision makers in implementing PBL were offered.     

Keywords: Pre-Service Teachers, Project-Based Learning, Teaching Practice 4.

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