Learning to Teach in the Secondary School

Weatherby-Fell, Noelene

doi:10.4324/9780203123409

Cited by 7 publications

(4 citation statements)

References 0 publications

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“…Methods of teaching can be classified as traditional and modern methods depending on their nature of involvements of students and teachers, the aim of education process, their recentness. In line with this, (Capel et. al., 1995) supplemented that the classification of methods as direct (teacher centered, traditional, formal, expository, didactic, authoritarian etc) or indirect (student centered, democratic, active, informal, repressive etc) would be made on the basis of source of the knowledge, role of the teacher, role of the students and mechanism of evaluation Finally, despite the variation in the names, it is witnessed that these terms have common features for their classifications.…”

Section: Types Of Instructional Approachsupporting

confidence: 74%

“…Even, they come to the conclusion that active learning may be nice in theory but unrealistic in practice. These all show that there have been no enough and concrete perception about how to install active learning in classroom, which may lead to negative reactions (Capel et. al., 1995).…”

Section: Teachers' and Students' Attitude Towards Active Learningmentioning

confidence: 99%

“…Different authors confirmed that there is strong tie between instructors' and students' attitudes towards active learning and their effort in implementing it. For example, (Capel et. al., 1995), pruved that the belief persists that active learning takes too much time and thus covering the portion is difficult or impossible.…”

Section: Amhara Region Police College Instructors and Cadets Perceptimentioning

confidence: 99%

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The Current Practices of Active Learning in Amhara Region Police College, Amhara Regional State, Ethiopia

2020

RHSS

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The main purpose of this study was to assess the current practices of active learning in Amhara Region Police College in teaching police science. To congregate the objective of the study, mixed research design was employed. Simple random sampling for cadets and census method for instructors' was used to select cadets and instructors of Amhara Region Police College. Quantitative data were collected from cadets and instructors using structured and pretested questionnaire. The academic director and research department head were interviewed using interview guide. Data analysis was done in three phases. First, analysis of the quantitative data was done in SPSS Version 24 and percentages, means and a frequency, second, qualitative data was analyzed considering the research question, by using descriptive which is a deductive approach. Finally, quantitative and qualitative results were merged. The findings indicated that almost all instructors and cadets had awareness about active learning. Sometimes instructors are practicing active learning but the level of their practice was not satisfactory. Lecture was found to be the most commonly used teaching technique followed by individual assignments, group work/discussion and question and answer methods. Large class size, lack of administrative support, lack of materials or equipment needed to support active learning and cadets lack of interest on active learning methods were rated as the factors that have been negatively affecting the practice of active learning in Amhara Region Police College. Thus, it is critically important that instructors should be committed to discharge their roles to exercise active learning, the administration of the college and other stakeholders should design and implement a mechanism to monitor the practice of active learning, the concerned bodies of the college should design different mechanisms to avoid these problems by appropriately allocating the time, revising crowded materials and avoiding large and unnecessary contents to practice active learning in Amhara Region Police College.

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Section: Types Of Instructional Approachsupporting

confidence: 74%

Section: Teachers' and Students' Attitude Towards Active Learningmentioning

confidence: 99%

Section: Amhara Region Police College Instructors and Cadets Perceptimentioning

confidence: 99%

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The Current Practices of Active Learning in Amhara Region Police College, Amhara Regional State, Ethiopia

2020

RHSS

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“…Such intrinsic motivation leads to greater persistence with a task than extrinsic motivation (Capel & Gervis, 2009) and, additionally, it appears that tasks perceived to have only a moderate chance of success are generally found to be more enjoyable (Middleton & Spanias, 1999): success in a challenging task is all the sweeter, though failure can be demotivating. It would appear then that Greenways placed themselves in a good position for a 'virtuous circle' of enactment.…”

Section: Virtuous Cycle Of Positive Affectmentioning

confidence: 99%

Mathematics teachers’ capacity for change

Golding

2017

Oxford Review of Education

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Mathematics teachers across the Western world are faced with an expectation that they make significant change to their teaching, but repeated attempts have shown little embedded success. This paper draws on a longitudinal study of two apparently well-placed English mathematics departments attempting to make change aligned with both policy and internationally-valued 'good practice'. It suggests deep teacher change draws on a wide range of both social and affective characteristics, as well as sophisticated professional skills and knowledge. The study supports a construct of '(mathematics) teacher capacity for change' at both individual and group levels within teachers' 'personal domains' , synthesising the range of characteristics apparently needed by teachers in times of change. In particular, it argues for the development of dispositions for collaborative learning and of other learning-supportive affects. Such an approach has the potential to place teachers in a better position to respond to demanding aspirations.

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