Academic literature on the topic 'Student teachers – Rating of – Namibia'
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Journal articles on the topic "Student teachers – Rating of – Namibia"
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park chung. "Self-rating of Elementary Teachers' Student Assessment Literacy." Journal of Korean Teacher Education 30, no. 3 (September 2013): 357–76. http://dx.doi.org/10.24211/tjkte.2013.30.3.357.
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Kambeyo, Linus, and Lukas Homateni Julius. "Investigating the Motivating Factors That Influenced the University of Namibia First Year Undergraduate Student Teachers to Choose Teaching as Career: A Case Study." Journal of Studies in Education 10, no. 3 (July 21, 2020): 97. http://dx.doi.org/10.5296/jse.v10i3.17250.
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This study investigates factors that motivated the first year undergraduate student teachers for choosing teaching as a career and also explores their perceptions about the teaching profession in Namibia. The study consists of 80 First year student teachers, 40 from Hifikepunye Pohamba campus, and 40 from Khomasdal campus. Quantitative approach was used to identify some of the factors that motivated students to choose teaching as a career. Factor Influencing Teaching choices scale (FIT scale: Watt & Richardson, 2007) was used to investigate the student teachers’ motivation and perception of teaching as a career. Analysis of the data reveals that most of the participants value making social contribution and shaping children’s future. Moreover, factors such as university admission requirements, gender, stereotype of different grade level specialization, finance and the general socio-cultural image of teaching as a career in Namibia, among others, shaped the participants’ motivations and perceptions.
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Ngololo, Elizabeth Ndeukumwa, and Leena Ngonyofi Kanandjebo. "Becoming reflective practitioners: Mathematics student teachers' experiences." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 6, no. 2 (March 26, 2021): 128–41. http://dx.doi.org/10.23917/jramathedu.v6i2.12375.
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The level of quality reflective practice remains low among student teachers majoring in Mathematics education. This paper aims to identify the levels of reflective practice possessed by Mathematics education student teachers in a teacher training program at higher learning institutions in Namibia. The professional status requires that teachers become reflective practitioners to develop their effectiveness- a skill they can acquire during their training. A reflection framework was used to identify levels of reflective practices among Mathematics student teachers. This study is qualitative and employed a narrative inquiry approach to assess the effectiveness of reflective practice as experienced by student teachers. A total of ten third-year undergraduate students majoring in Mathematics Education participated in the study by generating reflective journals. The results show that student teachers have insufficient reflective skills which are limited to the first two levels of the reflection framework: technical reflection and reflection-in-and-on-action. This could be due to little guidance offered on developing reflective skills and its use by student teachers. This study's findings will be used to improve the rationality, social and educational practices among the student teachers.
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Belmaz, Yaroslava. "CRITERIA OF EFFICIENCY OF HIGHER EDUCATION TEACHERS (US AND GREAT BRITAIN EXPERIENCE)." Scientific journal of Khortytsia National Academy No. 1 (2019), no. 1 (2019): 74–81. http://dx.doi.org/10.51706/2707-3076-2019-1-8.
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The article deals with the work efficiency issue of a higher education teacher. The author analyzes the main criteria for determining the efficiency of a higher education teacher in the US and Great Britain. It is established that a significant amount of research on the effectiveness of teachers’ work is associated with a study of the validity of determining the rating of teachers among students. It was determined that the student rating of teachers is highly correlated with the personal qualities of the teacher, student achievement, student rating and assessment of teachers by the same students after a few years. The author emphasizes that it is impossible to evaluate teaching objectively, based on one source of information. American scientists identify the so-called triad of sources for the effective evaluation of higher education teachers: students, colleagues, and self-evaluation.
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Taylor, Paulette B., Philip L. Gunter, and John R. Slate. "Teachers' Perceptions of Inappropriate Student Behavior as a Function of Teachers' and Students' Gender and Ethnic Background." Behavioral Disorders 26, no. 2 (February 2001): 146–51. http://dx.doi.org/10.1177/019874290102600206.
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This study investigated teachers' perceptions of inappropriate student behavior as a function of students' and teachers' gender and ethnic background characteristics. The study used videotapes depicting inappropriate behavior of four different students (i.e., African-American female, African-American male, White female, White male). A total of 87 inservice teachers and 99 preservice teachers viewed the videotapes. Following each videotape, participants were asked to complete a 32-item behavior rating scale focusing on the teachers' perceptions of the student in each videotape. Analysis of the data revealed statistically significant differences related to the gender of the teacher, but not to the ethnic background of the teacher. Statistically significant differences also were found among students depicted in the videotapes. The African-American female student was judged to display more problem behaviors than the White female student, and the White male student was rated as displaying more classroom difficulties than the White female student. Teachers were not found to make judgments based on their ethnic background. The gender of the teacher and the gender of the student appeared to have the most influence on teachers' perceptions of behavior.
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McInerney, Valentina, Dennis M. McInerney, and Kenneth E. Sinclair. "Student Teachers, Computer Anxiety and Computer Experience." Journal of Educational Computing Research 11, no. 1 (July 1994): 27–50. http://dx.doi.org/10.2190/94d0-b0af-nlax-7ryr.
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Recent research has demonstrated the debilitating effect of computer anxiety on achievement in computer related learning. As controversy exists over the merits of increasing experience with computers in order to reduce computer anxiety, the effects of increased computing experience on computer anxiety were assessed for students enrolled in a University teacher education course. In addition, other hypothesized correlates of computer anxiety were studied, viz., age, sex, school background, and computer competence. The Computer Anxiety Rating Scale (CARS) was used to measure computer anxiety prior to and at the conclusion of computer training. A control group, not undergoing computer training, was used for comparison purposes. Many of the teacher trainees in this study exhibited a high degree of computer anxiety on a number of key dimensions related to computing. The evidence from this study gives some support to the notion that increased experience leads to a diminution in computer anxiety. However, the high levels of anxiety remaining for some students after treatment suggest that a simplistic belief that increased computer experience alone will reduce computer anxiety is not tenable. The article discusses the issue that initial anxiety and continuing anxiety, after computer training, may be a function of an individual's prior computing experiences, attitudes towards computing, perceptions of self efficacy, and expectations of success associated with computer interaction.
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MKPA, Professor MKPA AGU. "Student Assessment of Lecturers: A Strategy for Combating Corrupt Practices among University Teachers in Nigeria." International Journal of Innovative Science and Research Technology 5, no. 7 (July 19, 2020): 139–44. http://dx.doi.org/10.38124/ijisrt20jul142.
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It is common knowledge that corrupt practices among lecturers in most tertiary institutions in Nigeria exist in varied and diverse forms and magnitudes. This is very disturbing to stakeholders in the education industry. This case study sought to determine if the innovative strategy of undergraduate students openly assessing and reporting on their lecturers’ professional and moral behavior would result in improved disciplined behavior and reduced corrupt practices on the part of the lecturers. The study took place at Abia State University, Uturu, Nigeria and the subjects were all the 382 academic staff of the university. The data collection instrument was a structured and validated ten-item questionnaire that elicited information on a lecturer’s teaching, leadership and moral behavior. Guidelines for the completion of the questionnaire were clearly established such that students assessed only lecturers in their department who taught and interacted with them regularly and so they are able to assess them objectively. The Center for Quality Assurance established specifically for this purpose undertook the university-wide data collection under my leadership as Vice-Chancellor Data were collected across two academic sessions. Results showed that the moment the university senate made up of senior academic staff, heads of department, deans of faculties and directors of academic units was informed of this innovation, all the university lecturers sat up and began to reduce if not stop those unwholesome behavior in order not to be rated poorly by students. Obtained data were used to classified lecturers under six categories of overall performance namely: “Distinction Ratings”, “Very High Rating”, “High Rating”, “Average Rating”, “Below Average Rating” and “Woeful Rating”.
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Vaughn, Sharon, and Jeanne Shay Schumm. "Middle School Teachers' Planning for Students with Learning Disabilities." Remedial and Special Education 15, no. 3 (May 1994): 152–61. http://dx.doi.org/10.1177/074193259401500303.
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The flow of the planning process model was used to investigate one science and two social studies middle school teachers' preplanning, interactive planning, and postplanning for students with learning disabilities who were mainstreamed into their general education classes. Data were collected from interviews, classroom observations, free-flowing commentary of their lesson plans (think alouds), teachers' planning, videotaped teaching episodes, stimulated recalls, rating scales, and open-ended questions. data analysis revealed that content coverage, classroom/student management, and interest/motivation of the individual student are themes that guide teachers' planning. Teachers' practices and comments reflected little discourse pertaining to knowledge acquisition or planning for students with learning disabilities.
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Oga-Baldwin, W. L. Quint, and Yoshiyuki Nakata. "How teachers promote young language learners’ engagement." Language Teaching for Young Learners 2, no. 1 (March 2, 2020): 101–30. http://dx.doi.org/10.1075/ltyl.19009.oga.
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Abstract Teachers of young learners often seek guidance on how best to engage and motivate their students. In this study, we aimed to document engaging teacher practices in the context of foreign language classes in Japanese elementary schools. We surveyed 16 public elementary school foreign language classes in western Japan using quantitative (questionnaire; external rating) and qualitative (naturalistic observation) tools grounded in self-determination theory. Classes were sorted into three groups of high, middle, and low teacher support based on student surveys, and observed for practices that influenced student engagement in each tercile. Results indicate that students are most responsive in classrooms involving teacher warmth and strictness, homeroom teacher involvement, appropriate pacing, instructional clarity, and a balance of activities. We offer descriptions of how these practices were employed, with implications for classroom practice and teacher training.
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Valcarcel, Carlos, Jeffrey Holmes, David C. Berliner, and Mari Koerner. "The value of student feedback in open forums: A natural analysis of descriptions of poorly rated teachers." education policy analysis archives 29 (June 7, 2021): 79. http://dx.doi.org/10.14507/epaa.29.6289.
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In this paper we used natural language processing to review hundreds of thousands of negative student reviews of their teachers submitted to the website RateMyTeacher.com. Our analysis identified several issues raised by students when rating teachers poorly, which adds to the literature that defines “bad teachers” from the student perspective. We also identify the language students used to describe these issues and notice a clear distinction between the language used to address teaching-related complaints and behavior perceived as unfit for teachers. We argue that digital forums can be valuable tools for schools and conclude with suggestions and examples of the type of policies that may be derived from this type of analysis of a digital forum for students.
Dissertations / Theses on the topic "Student teachers – Rating of – Namibia"
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Muhapili, Andrew Matumo. "Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of Namibia." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79881.
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Thesis (MPhil)--Stellenbosch University, 2013.Bibliography
Student teachers are faced with the challenge of adapting their teaching so as to accommodate active learning through self-assessment, peer assessment and reflection. The objectives of the study were therefore to explore how active learning may be enhanced through self-assessment, peer assessment and reflection. The participants in the study were second- and third-year students at Rundu Campus of the University of Namibia. The research employed a case study design with qualitative data and using a descriptive, contextual approach. Semi-structured interviews, focus-group interviews and observations were utilised to obtain data. Once consent was obtained from the relevant authorities, second- and third-year student teachers were interviewed. Ethical requirements were adhered to throughout the research process. The findings indicated that students had both positive and negative perceptions in respect of self-assessment, peer assessment and reflection in promoting their active engagement in learning. Overall, the findings of the study revealed positive signs that active learning can be enhanced by student teachers through the use of strategies such as self-assessment, peer assessment and reflection. The study also pointed to implications of the research for teacher education practices and possible future research.
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Simasiku, Bosman Muyubano. "Student teachers' experiences in using multiple representations in the teaching of grade 6 proportion word problems : a Namibian case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001703.
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This study investigated the experiences of four participating student teachers in using multiple representative approaches in the teaching of Grade 6 proportion word problems. The multiple representative approaches include the Between Comparison Method, the Within Comparison Method, the Diagrammatic Method, the Table Method, the Graph Method, the Cross-product Method, and the Oral Informal Method. An intervention programme was organised, using workshops where student teachers were prepared to teach Grade 6 proportion word problems using multiple representative approaches. The teaching practice lessons of the four participating student teachers in two primary schools were video recorded, and the focus group interview was conducted at the University Campus. With the exception of the Graph Method and the Cross-product Method, it was revealed that the multiple representative approaches were generally effective in the teaching of Grade 6 proportion word problems. The study further revealed that multiplicative relationships can be explored through using the different individual representative approaches. The study argues that the cross-product method is not the only way to teach Grade 6 proportion word problems. There are multiple representative approaches that should be used in conjunction with each other to enhance the teaching of proportion word problems. Furthermore, this study revealed that a number of challenges were encountered when using multiple representative approaches. The challenges include difficulties with the English language, different and unique abilities of the learners, lack of plotting skills and the lack of proficiency in the learners’ multiplication and division skills. This study made recommendations on the integration of multiple representative approaches in the mathematics education curriculum and textbooks. It further recommended that in-service workshops for teachers and student teachers on the integration of multiple representative approaches in the teaching of Grade 6 proportion word problems should be initiated.
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Lau, Man-shing, and 劉晚成. "The judgment of teaching performance of student teachers in a college of education by supervising lecturers, pupils and the student teachersthemselves." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31955563.
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Bancroft, Sharon Irene. "A Study of Personal Attributes Associated with Marginality and Failure of Preservice Teachers in the Terminal Field Experience." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/1160.
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This study examines the impact of personal attributes on student teachers' failure to pass or marginal success in the terminal field experience. Interviews were conducted of faculty at five Washington and two Oregon teacher education programs, who served as supervisors of student teaching. The interview was of the "depth" type described by Masserik (1981,) open-ended, interactive, and designed to encourage the sharing of case histories and subjective experience according to interpretive inquiry protocol as outlined by Lincoln and Guba (1985.) Its goal was to surface fundamental assumptions about and idiosyncratic language used to describe those attributes deemed critical to a preservice teacher's success. The format was flexible to allow respondents to guide and determine the final shape of the study (Goetz and LeCompte, 1984.) Interviews were tape-recorded, and transcripts re-submitted to respondents for additions, corrections, and elaborations. Interview transcripts were analyzed by a process of modified analytic induction (Bogdan and Biklan, 1982) and comparative analysis (Spradley, 1979) for recurring precepts and constructs related to personal attributes and the labels used to identify them. These were further collapsed into categories of cover and included terms, and used to construct a taxonomic model of personal attributes implicated in failure and marginality in student teachers. Initial categories which emerged were Extrapersonal, Irremediable, Intrapersonal and Interpersonal Attributes. Respondents' identified as critical the Intrapersonal and Interpersonal categories, which were further collapsed into three major attribute domains: Efficacy (including ego strength, locus of control, flexibility, and reflection) Relatedness (including empathy, self-assertion, and people-skills) and Heartfeltedness (including belief system, commitment, effort and passion.) Additional attributes identified by respondents as bridging and connecting the domains were imagination, authenticity, responsiveness and with-it-ness. Several themes emerged: 1) Respondents ascribe failure and marginality primarily to personal attributes, citing technical incompetence as causal only in combination with attribute deficits; 2) reluctance to judge subjectively produces formal evaluations that do not adequately reflect the role of personal attributes; 3) pressure to pass marginal students is seen as both cause and effect of a failure of the gatekeeping function; and 4) early identification of personal attributes likely to require and/or intractable to remediation is deemed essential.
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Kapp, Ronald Charles. "Student mobility and teachers' grade promotion decisions." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184755.
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In recent years America has witnessed a major shift in its population to various geographic regions. Educators have speculated on the effects of this frequent migration on students' academic and social advancement. Educators have also been interested in the effects of grade retention on academic and social advancement. Despite research on each of these factors, no investigations have addressed these factors in conjunction with each other. The purpose of this study was to determine the effects of high student mobility on classroom teachers' promotion-retention decisions. Additionally, other factors that may influence classroom teachers' promotion-retention decisions were examined. Two hundred twelve elementary school teachers evaluated two case studies: one of a highly mobile student, and one of a non-mobile student. Each subsequently made a decision to either retain or promote that student. Both first grade and fifth grade students were considered. Each case study was identical for each grade level with the exception of the number of schools attended. Although the retention-promotion decisions did not differ significantly for first grade students, the teachers chose to retain the mobile fifth grade student more frequently than the non-mobile fifth grade student. Examination of various factors on a retention questionnaire revealed that different factors emerged as most important to the teachers when making promotion-retention decisions. The factors differed for both grade level and mobility status. The results were discussed in relation to interventions that may be warranted in an attempt to alleviate disadvantages in entering a new school. Further investigation of the mobile student-grade retention relationship was indicated. Additional investigation of the highly mobile minority student was also emphasized.
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Kashima, Andreas Akwenye. "Teaching for conceptual understanding : an analysis of selected teachers' practice." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017348.
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The purpose of this study was to explore how teachers’ practice either supports or constrains learners’ conceptual understanding. The study is structured within an interpretive paradigm. The research takes the form of a case study and focused on the teaching practice of two purposefully selected teachers who had been identified as being effective/successful practitioners. The data was collected in two stages. In the first stage, qualitative data was collected by video recording six classroom lessons, three for each of the two participating teachers. In stage 2, participating teachers were individually interviewed. In these interviews the two participating teachers were asked to reflect on their classroom practice, through a process of stimulated recall, where their actions seemed to either support or constrain the development of learners’ conceptual understanding. The study identified a number of elements of the two teachers’ practice that related to the development of learners’ conceptual understanding in the classroom. These include building on learners’ prior knowledge, the use of concrete manipulatives, questioning that promotes critical thinking, and the use of multiple representations and connections. The study also identified elements of the two teachers’ practice that had the potential to constrain the development of learners’ conceptual understanding. These include the lack of opportunities for co-operative or peer-oriented learning, the absence of questioning that leads to discussion, and a scarcity of activities that build mathematical concepts through hands-on engagement. The study highlights the need for supporting teachers and helping them strengthen their practice with regard to those activities that support the development of conceptual understanding in their learners.
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Dikuwa, Alexander. "Enhancing the critical reading skills of student teachers in Namibia : An action research project." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1007162.
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This thesis reports on a responsive action research case study undertaken to teach student teachers to read critically. I undertook this research to gain a basic knowledge about critical reading as well as to form a knowledge base that would enable me to teach it effectively. First, I gave students a diagnostic assessment activity, analyzed the result and established the students’ ability to read a text critically. After I had established the students’ strengths, weaknesses, and the requirements to move students from their existing critical reading competency to an improved one, I reviewed the literature to provide me with a theory of teaching critical reading. The lessons were then planned and taught. The lessons; focus group interviews; researcher’s diary; students’ reflections and non-participant observer comments formed the data of the study. The data were analyzed using the framework of “what went well”, “what did not go well” and “what needs to be improved if the lessons were to be repeated”. The main purpose was to address the goals of the research, which were to find effective ways of teaching critical reading, appropriate critical reading materials, and to identify any pedagogic shortcomings. The 30 students who took part in this research were third-year students studying English Second language and Mother tongue pedagogies to become specialists in the teaching of both at Junior Secondary level (grades 8 – 10). The study was guided by constructivist theory, which underpins learner-centred education, which continues to inform and shape the development of curricula in Namibia.
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Kavari, Jackson-Hain Jakavaza Katjiuanjo. "Examining the knowledge and practices of selected Namibian accounting teachers about learner-centred methods of teaching." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1009428.
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Learner-centred education has been in force in all schools in the Republic of Namibia since 1996. Progress towards adoption of learner-centred methods of teaching by teachers has been slow. The main purpose of this study is to examine how teachers understand the principles of learner-centred education in selected Secondary Schools in Omaheke Education Region. The secondary purpose of this study is to determine how teachers could be helped to improve the implementation of learner-centred education (LCE). The study used a qualitative approach. Data were collected from a purposively selected sample of Grade 10 accounting teachers in a specific region in Namibia by means of interviews, classroom observations and a qualitative questionnaire. Data were analysed thematically. The results indicated that, although the teachers had a positive attitude towards learner-centred education, they did not have the skills to adapt their teaching in an appropriate way to cope with the learner‟s lack of English literacy. The teachers possessed basic knowledge of learner-centred education practices, but found it very difficult to implement them in resource-poor environments. In addition, factors that hindered the effective implementation of learner-centred education in the classroom were identified. The study suggests ways to improve the knowledge and practices of teachers with regard to learner-centred teaching practices.
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Angula, Adelheid. "nvestigating grade 10 geography teachers' implementation of a learner-centred approach in selected Namibian schools." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004459.
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Geography, more than other subjects in the curriculum, plays a central role in general education in equipping learners with skills and competencies needed for modern living and global citizenship. A learner-centred education in Namibia was adopted to provide more opportunities for learners to develop the required skills and competencies irrespective of their different cultural background. This small-scale case study investigated three Grade 10 geography teachers' understanding and implementation ofa learner-centred approach to gain insights into how leamer-centred education is being implemented in the context of Geography. The research design adopted a qualitative approach within an interpretative orientation. Data were collected through interviews, classroom observations and documentary analysis. The research was conducted at three selected schools in Oshikoto Region with three Grade 10 geography teachers The findings revealed, firstly, that teachers have a limited understanding of the key ideas ofLCE, such as, prior knowledge, role of questioning, and social interaction in learning; use of resources and the types of assessment activities which comply with the aims of LCE. Seconclly, the findings revealed that the policy documents, such as syllabuses, that are being used by the participants are not in line with the tenets ofLCE. Thirdly, teachers appeared to have limited subject knowledge, as revealed by their lack of understanding of how to translate the aims and assessment objectives into their daily lessons. The study therefore raises some possibilities for improving the implementation of LCE in the selected schools if the gaps as identified by this study are reduced.
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Awases, Cherly Lydia. "Secondary school Geography teachers' understanding and implementation learner-centred eof ducation and enquiry-based teaching in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97002.
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Thesis (MEd)--Stellenbosch University, 2015.ENGLISH ABSTRACT: This study investigates the understanding of and experiences in the implementation of learner-centred education (LCE) and enquiry-based teaching of Grade 10 Geography teachers against the backdrop of curriculum reform in Namibia. The Namibian curriculum is premised on the view that there is a need for the holistic development and preparation of learners for a knowledge-based society. Globally, LCE, with its potential for broadening access to quality education, has been a recurring theme of national reform policies and has been promoted as an innovative way of teaching. The usefulness of the LCE approach and associated enquiry-based teaching is embedded in constructivism and is introduced with the promise that it will enable learners to develop investigative and critical thinking skills that will put them at the centre of learning. This interpretative study employed a case study approach that utilised qualitative methods to gather information on the experiences of the three Geography teachers at the sampled schools as they implement LCE and enquiry-based teaching. The main data-gathering techniques in phases 1 and 2 of the research respectively were semi-structured interviews and classroom observations. The findings revealed that the teachers have different understandings of what LCE and enquiry-based teaching approaches are, although their teaching employs some elements of it. The research also indicated that there is one big factor that impinges on their implementation of LCE and enquiry-based teaching approaches. The teachers admitted that, due to the pressure of learner success in the end-of-year Grade 10 examination, they rather teach to the test. This diverts their teaching from focusing on implementing approaches that actively involve learners in the learning process and nurture enquiry skills when these skills are not formally assessed in examinations. Consequently, teachers fail to implement the syllabus as intended by policy makers and curriculum developers. Even though the findings of this study may be specific to the sampled schools and the participating teachers, it can be assumed that similar situations exist in schools with comparable contexts. It is therefore important that education policy makers and relevant stakeholders strive to allocate sufficient support and resources for teachers to implement LCE and enquiry-based teaching effectively in schools.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die verstaan van en ervarings met die implementering van leerder-gesentreerde en ondersoek-gebaseerde onderrig van Graad 10 Geografie-onderwysers teen die agtergrond van kurrikulumhervorming in Namibië. Die Namibiese leerplan berus op die siening dat daar „n behoefte is aan die holistiese ontwikkeling en voorbereiding van leerders vir „n kennis-gebaseerde samelewing. Leerder-gesentreerde onderrig met sy potensiaal om toegang tot gehalte onderwys te verbreed, is „n tema wat wêreldwyd herhaaldelik in nasionale hervormingsbeleid voorkom en as „n innoverende wyse van onderrig bevorder word. Die nut van die leerder-gesentreerde benadering en gepaardgaande ondersoek-gebaseerde onderrig is in konstruktivisme gebaseer en word voorgestel met die belofte dat dit leerders in staat sal stel om ondersoekende en kritiese denkvaardighede te ontwikkel, wat hulle sentraal in die leerproses sal plaas. Hierdie interpretatiewe studie het 'n gevallestudie-benadering gevolg en kwalitatiewe metodes gebruik om inligting in te samel oor die ervarings van drie Geografie-onderwysers se implementering van leerder-gesentreerde en ondersoek-gebaseerde onderrig by skole wat as steekproef gekies is. Die belangrikste onderskeidelike data-insamelingstegnieke in fases 1 en 2 van die navorsing was semi-gestruktureerde onderhoude en klaskamerwaarneming. Die bevindinge toon dat die onderwysers verskillende begrippe handhaaf van wat leerder-gesentreerde en ondersoek-gebaseerde onderrigbenaderings behels, hoewel hulle onderrig sommige elemente daarvan toon. Die navorsing het ook aangedui dat een belangrike faktor inbreuk doen op hul implementering van leerder-gesentreerde en ondersoek-gebaseerde onderrigbenaderings. Die onderwysers het erken dat die druk van leerdersukses in die graad 10-eksamen aan die einde van die jaar hulle eerder met die oog op die toets laat onderrig gee. Dit verplaas die fokus van hul onderrig weg van die implementering van benaderings wat leerders aktief by die leerproses betrek en die koestering van ondersoekvaardighede, veral ook omdat hierdie vaardighede nie formeel in eksamens beoordeel word nie. Onderwysers slaag gevolglik nie daarin om die leerplan soos beleidmakers en kurrikulum-ontwikkelaars dit bedoel, te implementeer nie. Selfs al sou die bevindinge van hierdie studie slegs spesifiek op die betrokke skole en die deelnemende onderwysers betrekking hê, kan aanvaar word dat soortgelyke situasies in skole in vergelykbare kontekste bestaan. Dit is dus belangrik dat onderwysbeleidmakers en relevante rolspelers daarna moet streef om voldoende ondersteuning en hulpbronne vir onderwysers beskikbaar te stel om leerder-gesentreerde en ondersoek-gebaseerde onderrig effektief in skole te implementeer.
Books on the topic "Student teachers – Rating of – Namibia"
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Buchanan, Douglas. Self-evaluation for teachers and student teachers: A framework for professional development. London: Kogan Page, 1997.
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The dual certification student teaching experience. Dubuque, IA: Kendall Hunt, 2010.
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Milken National Education Conference (2003 Los Angeles, Calif.). Talented teachers: The essential force for improving student achievement. Greenwich, Conn: IAP, 2004.
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Michael, Toth, ed. Teacher evaluation that makes a difference: A new model for teacher growth and student achievement. Alexandria, Virginia: ASCD, 2013.
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Stronge, James H. Teacher evaluation and student achievement. Washington, D.C: National Education Association, 2000.
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Thiessen, Dennis. More than marks: What teachers say about student evaluation. [Toronto]: Ontario Public School Teachers' Federation, 1985.
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Impacts of teacher evaluation and professional development on student outcomes. Charlotte, NC: Information Age Pub., 2012.
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Lockheed, Marlaine E. School effects on student achievement in Nigeria and Swaziland. Washington, DC: International Bank for Reconstruction and Development, 1988.
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Bad teachers: The essential guide for concerned parents. New York: Pocket Books, 1998.
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Henning, John E. Improving teacher quality: Using the teacher work sample to make evidence-based decisions. Lanham: Rowman & Littlefield Education, 2009.
Find full textBook chapters on the topic "Student teachers – Rating of – Namibia"
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Burdenko, Elena Viktorovna. "Rating Assessment of Students' Knowledge vis-a-vis Rating Evaluation of University Teachers." In Quality Management Implementation in Higher Education, 174–99. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9829-9.ch009.
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This chapter focuses on the problem of assessing the quality of higher education. It has been identified that the quality assessment of higher education consists of external and internal assessment of educational services quality. External assessment of educational services quality is carried out by all economic entities that are consumers. Internal assessment of educational services quality should be carried out by the university itself. For these purposes, the university develops a quality management system and organizes a department responsible for organizing and monitoring the quality of educational services. Internal assessment of educational services quality includes such parameters as the quality of student training and the quality of teaching at university. A rating assessment of students' knowledge is developed at university to control the quality of students' training. A rating assessment of the university academic staff is carried out to maintain the quality of teaching.
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Haipinge, Erkkie. "Cultivating 21st Century Skills in Teachers through Project-Based Learning." In Handbook of Research on Global Issues in Next-Generation Teacher Education, 136–51. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9948-9.ch008.
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This chapter describes the implementation of a Project Based Learning (PBL) course in a Bachelor of Education at the University of Namibia, whose aim was to develop student teachers' 21st century skills. The course further offered students a model for applying learner-centered education, which is the recommended pedagogical approach in Namibia. Challenges observed in the course, have been limited opportunities for students to share project products and learning experiences. Also, since students use PBL for learning and not as a pedagogical model, challenges are anticipated in using the approach in their own teaching. Using Communities of Practice, 21st Century Skills framework and Project Based Learning, this chapter proposes a framework for creating learning communities for teachers. Recommending the use of online tools to support mentoring, idea and resource sharing, the framework is envisioned to facilitate the pedagogical application of PBL and teachers' modeling of 21st century skills in practice.
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Cotter, Matthew, and Don Hinkelman. "Video assessment module: self, peer, and teacher post-performance assessment for learning." In CALL and complexity – short papers from EUROCALL 2019, 94–99. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.992.
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Assessing student presentations can be made more reliable with video-recording and post-performance rating. Further, self assessment and peer assessment can aid in the learning process by students when using specific, easy-to-understand rubrics. A ten-year action research study involved video-recorded performance assessment tasks using a free, open-source Moodle module developed by Sapporo Gakuin University. The Video Assessment Module (VAM) allowed teachers to video record English presentations and upload them to the module for students for self and peer assessment on specific rubrics using qualitative and quantitative criteria. When compared to paper rubrics, the VAM reduced teacher management time and students could use out-of-class time to assess asynchronously without time pressure. Results showed that there was a higher difference in teacher variance for self assessment when compared to teacher variance with peer assessment. Qualitative and quantitative results reported value in using the tool by both students and teachers. This study also showed that students can be trained to use online rubrics to score presentations efficiently, giving further validity for using and developing online modules for video assessment.
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Shaw, Brian P. "Evaluation and Feedback." In Music Assessment for Better Ensembles, 59–82. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190603144.003.0004.
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This chapter includes strategies for evaluating assessment information after it has been collected, and providing useful feedback to students. Using criterion referencing, rather than norm referencing, is the best choice for classroom assessment. Assessments with many levels are less reliable; usually, three or four levels is a good choice. Descriptive feedback, which is focused on student improvement, is more educative than evaluative feedback, which does not always provide students with the information they need. Design of evaluation methods like rubrics, rating scales, checklists, and narratives can facilitate all steps in the assessment process. Evaluation that casts musical elements as unrelated is often problematic and reductionist, as is assessment that attempts to use the same criteria for many possible artistic situations. Assessment design can attenuate these difficulties as well. Even though educational data is often overused and misused, it can still inform teachers’ instruction when thoughtfully and judiciously acquired and analysed.
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Celestino, Eduardo Henrique, and Iara Yamamoto. "A Framework Proposal for Blended Type Discipline Creation." In Advances in Educational Marketing, Administration, and Leadership, 1–17. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2124-3.ch001.
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One of the factors responsible for changes in society is information and communication technologies, the so-called ICTs, according to Silva and Maciel (2015). With the rise of new information and communication technologies, the traditional model of teaching in which the teacher has an active role (of speaker) and the student has a passive role (listener) can no longer meet the demands of the contemporary world and its technologies. Hybrid teaching solutions (such as blended learning) arise from the use of technology and innovations in the education sector. Thus, this chapter aims to understand how courses categorized as blended should be structured to maximize the potential of this teaching-learning method for teachers, students, and educational institutions. To achieve this goal, a framework was created consisting of the following steps: preparation of the teaching and learning plan, development of activities, development of materials, organization of the virtual environment, follow-up of the course / discipline and discipline rating and improvements identification.
Conference papers on the topic "Student teachers – Rating of – Namibia"
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Schlag, Ruben, and Maximilian Sailer. "Linking teachers’ facial microexpressions with student-based evaluation of teaching effectiveness: A pilot study using FaceReader™." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13093.
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This study seeks to investigate the potential influence of facial microexpressions on student-based evaluations and to explore the future possibilities of using automated technologies in higher education. We applied a non-experimental correlational design to investigate if the number of videotaped university lecturers’ facial microexpressions recognized by FaceReader™ serves as a predictor for positive results on student evaluation of teaching effectiveness. Therefore, we analyzed five videotaped lectures with the automatic facial recognition software. Additionally, each video was rated by between 8 and 16 students, using a rating instrument based on the results of Murray´s (1983) factor analysis. The FaceReader™ software could detect more than 5.000 facial microexpressions. Although positive emotions bear positive influence on the “overall performance rating”, “emotions” is not predicting “overall performance rating”, b = .05, t(37) = .35, p > .05. The study demonstrates that student ratings are affected by more variables than just facial microexpressions. The study showed that sympathy as well as the estimated age of the lecturer predicted higher student ratings.
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DeBartolo, Elizabeth A., Margaret B. Bailey, Sheryl A. Gillow, William Scorse, and Richard Liccion. "An Evaluation of the Effectiveness of Traveling Engineering Activity Kits in Pre-College Classrooms." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12871.
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The focus of this paper is assessment of the effectiveness of Traveling Engineering Activity Kits (TEAK) in engaging pre-college students in engineering-related activities. This includes a discussion of the challenges in assessing such a brief interaction with groups of middle school students with widely varying backgrounds as well as a discussion of how past assessment has led to modifications in TEAK activities. Program assessment has evolved from pre- and post-visit quizzes on technical content and interest in engineering to instructor observation of student engagement during TEAK visits relative to engagement during a typical class period. Initial results from pre- and post-visit quizzes showed that the vast majority of students self-reported an increased interest in engineering but that the percentage of students showing an increased understanding of engineering topics was highly dependent on the background of the students. Students who did well on the pre-visit quizzes would show less improvement after a TEAK visit, because their initial level of knowledge was higher. In the present model of rating levels of student engagement during TEAK visits, results seem much more promising, with teachers indicating that, during TEAK activities, their students are more engaged and ask more and better questions than during a typical class.