Insights Into the Zimbabwe Integrated National Teacher Education Course: Graduates’ Music Teaching Competence

Maguraushe, Wonder

doi:10.1080/18125980.2015.1031452

Cited by 7 publications

(7 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Over time, these two elements improve, be it in teachers' formal education or in their teaching training. However, content becomes a key aspect in these current years (Darling-Hammond & Bransford, 2007;Epstein, 2018;Grossman et al, 2009;Stronge et al, 2011;Walshaw & Anthony, 2008), in accordance with Townsend (2011); Augustine & Wong (2016); Maguraushe (2015); Concina (2015); Rauduvaitė & Wang (2018) who claim that content and method mastery play a serious role in operative coaching, serving as a solid basis for music educators' instructions .Other researchers view capability as a basic characteristic of an individual, including information, abilities, and attitudes connected to the work employed ( Issenberg et al, 2005;Frese et al, 1997;Luthans, 2002;Spencer & Spencer, 2008). It plays an instrumental role in the success of doing work activities (Kolibáčová, 2014;Siri et al, 2020).…”

Section: Teachers' Competencementioning

confidence: 91%

Improving elementary school teachers’ competence in composing thematic songs: An action research

2022

pegegog

View full text Add to dashboard Cite

The existence of thematic songs in theme books in Elementary Schools appears to be ineffective in supporting the attainment of learning objectives. In addition to the limited number of songs, the lack of appropriate lyrics and materials remains one of the causes. Due to this, the most possible alternative solution is for teachers to compose their own thematic songs. However, elementary school teachers lack the ability in composing thematic songs, hence they need to be given related training. The purpose of this research is to increase elementary school teachers' capacity for creativity and innovation in order to produce thematic songs. The research employed a participatory action research design, involving 55 teachers from 16 districts and cities in Indonesia. The data were collected using survey, observation, and interview. The results showed that these teachers were able to develop their ability to compose thematic songs. Teachers were also able to utilize technology in the composing process. Based on the aforementioned findings, it can be stated that elementary school teachers can improve themselves and innovate effectively with planned and regulated training.

show abstract

Section: Teachers' Competencementioning

confidence: 91%

Improving elementary school teachers’ competence in composing thematic songs: An action research

2022

pegegog

View full text Add to dashboard Cite

show abstract

“…The 2-5-2 programme is a three-year diploma programme that prepares mainly primary school teachers at a distance, and it is structured in such a way that it has a longer teaching practicum period than the residential period (Maguraushe, 2015). The name of the 2-5-2 programme was derived from how the major components of the training programme were structured: two (2) Zimbabwean school terms (approximately 32 weeks) for the theoretical component at college; five (5) terms (approximately 80 weeks) continuously on teaching practicum; and another two (2) terms (approximately 32 weeks) for the theoretical component at college (Tshuma & Bhebhe, 2016).…”

Section: Teaching Practicum Of Primary School Teachers In Zimbabwementioning

confidence: 99%

“…The current forms of support available to teacher trainees during teaching practicum -friends, peers, mentors, and college supervisors -are considered limited in a digitalised era (Bernhard & Camins, 2020). For example, the model of training for the 2-5-2 programme used in Zimbabwean Primary Teachers' Colleges makes it difficult for teacher educators to offer continuous support and guidance to teacher trainees during teaching practicum (Maguraushe, 2015). The support and guidance from college supervisors are mostly limited to occasional supervisory and post-lesson discussions which are sometimes conducted in haste.The present study also sought to identify any quality assurance systems for TP assessment that had been put in place to ensure that reliable and valid assessments are not compromised due to the COVID-19 pandemic.…”

Section: Introductionmentioning

confidence: 99%

Teaching Practicum Assessment Procedures Adopted by Primary Teachers’ Colleges during COVID-19 pandemic era in Zimbabwe

Chinengundu,

Hondonga,

Mhazo

2022

TETFLE

View full text Add to dashboard Cite

The advent of COVID-19 caused massive disruptions to Teaching Practicum (TP) continuity and scheduled assessment activities. This study investigated the assessment tools and procedures adopted by Primary Teachers' colleges in Masvingo province during the COVID-19 pandemic in Zimbabwe. The transformative learning theory underpinned this study. A quantitative research design was used and data was gathered using online questionnaires with both closed and open-ended items. The items solicited information on how colleges transformed assessment tools and procedures during the pandemic for continuity of learning by teacher trainees. Non-probability purposive sampling was used to select respondents. There were 14 respondents, amongst them 13 primary teacher training lecturers and one TP coordinator. Findings indicated that TP assessment strategies did not change from physical lesson observations instead, TP assessments stopped at the peak of the pandemic since schools that host teacher trainees also closed. The completion of the course for teacher trainees was extended. Where lecturers got access to schools, they resorted to the observation of TP files and supporting documents. It can be concluded that assessment of teaching practicum online remains a challenge and there is a need to change assessment strategies post COVID-19 pandemic.

show abstract

“…Research showed that mastery of content and approaches are critical to teaching so that music teachers have a foundation for the instruction (Townsend, 2011;Augustine & Wong, 2016;Maguraushe, 2015;Concina, 2015;Rauduvaitė & Wang, 2018). When teachers have content knowledge, knowledge of the curriculum, and pedagogical knowledge, they have a sound knowledge base (Shukman, 1987;Mariaye, 2012).…”

Section: Teacher Competencementioning

confidence: 99%

Developing Elementary School Teacher Competence in Making Music Learning Media Using Scratch Application: An Action Research

Julia

Iswara

Gunara

et al. 2020

msd

View full text Add to dashboard Cite

The development of technology and information demands elementary school teachers to be able to make and teach technology-based musical instruments so that the development of technology and information can be used in the learning process. Elementary school teachers also have problems teaching musical composition using ensemble musical instruments. Teachers also lack strategies and media to teach musical instruments, so they need to have ideas for developing technology-based musical instruments. This study aims to develop the elementary school teachers’ ability to innovate and make music learning media using a computerized system. The research design used was action research. The participants were 38 teachers from nine regencies and cities in West Java, Indonesia. The results showed that the teachers were able to complete the task of making technology-based learning media which means that they were able to develop their technological abilities to make music learning media. Teachers can easily use and master the Scratch application to make music learning media. It can be concluded that with structured and controlled training, elementary school teachers can develop themselves and innovate well.

show abstract

Insights Into the Zimbabwe Integrated National Teacher Education Course: Graduates’ Music Teaching Competence

Cited by 7 publications

References 3 publications

Improving elementary school teachers’ competence in composing thematic songs: An action research

Improving elementary school teachers’ competence in composing thematic songs: An action research

Teaching Practicum Assessment Procedures Adopted by Primary Teachers’ Colleges during COVID-19 pandemic era in Zimbabwe

Developing Elementary School Teacher Competence in Making Music Learning Media Using Scratch Application: An Action Research

Contact Info

Product

Resources

About