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Literatura académica sobre el tema "Teachers – Rwanda – Attitudes"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 15 de febrero de 2022

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Artículos de revistas sobre el tema "Teachers – Rwanda – Attitudes"

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Otara, Alfred, Alphonse Uworwabayeho, Wenceslas Nzabalirwa, and Beata Kayisenga. "From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in Rwanda." SAGE Open 9, no. 1 (2019): 215824401882346. http://dx.doi.org/10.1177/2158244018823467.

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Learner-centered pedagogy (LCP) is one of the best approaches in developing knowledge, skills, and attitudes of learners to cope with the changing world. Implementation of LCP practices tend to vary from one context to another. It is within this perspective that this study was conducted with the aim of investigating the teachers’ attitudes toward LCP in public primary schools located in Nyarugenge District. A sample size of 165 teachers was selected from 13 public and government-aided primary schools. Simple percentages, and chi-square analysis were used to analyze data, and the findings were

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2

Mukagihana, Josiane, Catherine M. Aurah, and Florien Nsanganwimana. "The Effect of Resource-Based Instructions on Pre-service Biology Teachers’ Attitudes towards Learning Biology." International Journal of Learning, Teaching and Educational Research 20, no. 8 (2021): 262–77. http://dx.doi.org/10.26803/ijlter.20.8.16.

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A positive attitude correlates to successful learning; while a negative attitude leads to poor learning. The present study aimed to compare the pre-service biology teachers’ attitudes towards learning biology and assessing their attitudinal change before and after being taught by resource-based instructions (RBI) in Rwanda. A survey-research design was used, in combination with a quasi-experimental control group, and the equivalent time-series designs. Pre-service biology teachers were taught at a public university in three separate groups, with one control group and two experimental groups. E

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3

Kanamugire, Camille, Lakhan Lal Yadav, and Agnes Mbonyiryivuze. "Tutors’ perceptions about science curriculum reforms and challenges for their implementation in Teacher Training Colleges in Rwanda." African Journal of Educational Studies in Mathematics and Sciences 15, no. 1 (2019): 101–16. http://dx.doi.org/10.4314/ajesms.v15i1.9.

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This paper reports science tutors’ perceptions about science curriculum reforms occurred in Rwanda from 1996 to 2013 in Teacher Training Colleges (TTCs). It also highlights their perceptions about challenges and factors for effective implementation of Integrated Science Curriculum (ISC). Data for the study were collected from 26 science tutors teaching ISC in 11 TTCs from 4 provinces using questionnaires and structured interviews. Results showed that a slim majority of science tutors were not resistant to curriculum reform. Even if most of the science tutors were confident while teaching most

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4

Dorimana, Aline, Alphonse Uworwabayeho, and Gabriel Nizeyimana. "Examining Mathematical Problem-Solving Beliefs among Rwandan Secondary School Teachers." International Journal of Learning, Teaching and Educational Research 20, no. 7 (2021): 227–40. http://dx.doi.org/10.26803/ijlter.20.7.13.

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This study explored teachers' beliefs about mathematical problem-solving. It involved 36 identified teachers of Kayonza District in Rwanda via an explanatory mixed-method approach. The findings indicate that most teachers show a positive attitude towards advancing problem-solving in the mathematics classroom. However, they expose different views on its implementation. Role of problem-solving, Mathematical problems, and Problem-solving in Mathematics were identified as main themes. Problem-solving was highlighted as an approach that helps teachers use time adequately and helps students develop

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5

Akinyemi, Felicia O. "Technology use in Rwandan secondary schools: an assessment of teachers’ attitudes towards geographic information systems (GIS)." International Research in Geographical and Environmental Education 25, no. 1 (2015): 20–35. http://dx.doi.org/10.1080/10382046.2015.1106848.

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Tesis sobre el tema "Teachers – Rwanda – Attitudes"

1

Maniraho, Sigfrid. "Attitudes and motivation of teacher training college teachers and students toward English learning and use as medium of instruction in Rwanda." Thesis, 2014.

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This research was conducted in the particular context of the 2009 new language in education policy in Rwanda. The problem examined within this context, concerns the attitudes and motivation of teachers and students from different language backgrounds (both Anglophone and Francophone) as they have experienced the shift from French and/or English as MoI to the sole use of English as medium of instruction (MoI) in education, all the way from the Primary School stage up to and including tertiary institutes. In this unique context where English was being used as MoI whilst simultaneously learning t

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2

Mugabo, Rugema Leon. "Introduction of inquiry-based science teaching in Rwandan lower secondary schools : teachers' attitudes and perceptions." Thesis, 2012. http://hdl.handle.net/10413/9495.

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This study describes, discusses and analyses the Rwandan lower secondary school teachers’ responses to the introduction of inquiry as a teaching approach in the science curriculum as one of the changes that the curriculum in Rwanda has undergone through in the aftermath of the 1994 genocide. The study investigates the science teachers’ understanding of inquiry-based science teaching, their attitudes towards the introduction of inquiry into the science curriculum, the activities they are engaged in with regard to inquiry-based science teaching and learning, the factors influencing their current

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3

Nizeyimana, Gabriel. "Teacher perceptions of the impact of public examinations on curriculum practices : a survey in two districts of Kigali-City, Rwanda." Thesis, 2003. http://hdl.handle.net/10413/3355.

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This study is an exploratory investigation on teachers' perceptions of the extent to which the national examinations that are written at the end of primary schooling in Rwanda influence their curriculum practices. The study used a structured questionnaire for data collection, and simple descriptive statistics for data analysis. The study, firstly, examined teachers' views on the link between national examinations and the aims of primary education. The results showed that teachers perceived the national examinations as assessing the prerequisite knowledge for secondary education, on one hand

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4

Niyibizi, Epimaque. "Foundation phase learners' and teachers' attitudes and experiences with the Rwandan language-in-education policy shifts." Thesis, 2015. http://hdl.handle.net/10539/18235.

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THESIS Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Language and Literacy Education Faculty of Humanities School of Education University of the Witwatersrand, Johannesburg, South Africa<br>This study entitled “Foundation Phase Learners’ and Teachers’ Attitudes and Experiences with the Rwandan Language-in-Education Policy Shifts” is a contribution to the field of language-in-education policy. It focuses on the Rwandan foundation phase (i.e. lower primary school) learners and teachers. It examines their attitudes and experiences towards th

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