Pre-service Teachers’ Intercultural Competence: Japan and Finland

Hosoya, Sari; Talib, Mirja

doi:10.1007/978-90-481-8534-4_14

Cited by 4 publications

(2 citation statements)

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“…14 In Japan, most of the lecturers were found not to be fully competent and that resulted in the formation of national advisory groups whose responsibility was to make the teacher training improvement as the main theme of the country's educational reform. 15 In a study done in ten African countries including Ethiopia, the report indicated that the teaching-learning process is not motivating because of varying environments. 16 Class presentations were boring, the lecturers used a teacher-centred approach, and some lecturers even avoided students' questions during lectures.…”

Section: Literature Reviewmentioning

confidence: 99%

Lecturers’ Perspectives on the Relevance of Pedagogical Training Programmes offered at One Higher Education Institution (HEI) in South Africa

Baleni

2024

EHASS

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This article investigated how lecturers in one Higher Education Institution (HEI) in South Africa perceived the relevance of pedagogical training workshops offered to them. This investigation was premised on three features of Karl Marx’s Critical Theory, namely empowerment, transformation, and emancipation Marx critical theory, namely empowerment, transformation, and emancipation. An explanatory sequential mixed research method was chosen where questionnaires and interviews were used to collect data. The sample was made up of 51 academics. The target for qualitative data collection was to get 10% of the questionnaire respondents for the interview which consisted of 5 academics. The findings had negative responses like some lecturers feeling their academic qualifications were sufficient for their teaching and others valued research more than teaching. Nevertheless, most lecturers identified relevant areas of pedagogical training. They believe that training in pedagogical strategies empowers them as critical lecturers. In conclusion, pedagogical training empowers lecturers as HE teachers to facilitate better when they obtain better professional qualifications like PGDHE, and SETA accredited courses. The study recommends that to improve the shortcomings of academics who were never trained as teachers, all academics should be provided with proper pedagogical training that is discipline-based as they assume duties in higher education institutions and they should only be employed on probation until they pass these basic teaching modules. Keywords: Pedagogical Training, Critical Theory, Perspectives, Relevance

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Section: Literature Reviewmentioning

confidence: 99%

Lecturers’ Perspectives on the Relevance of Pedagogical Training Programmes offered at One Higher Education Institution (HEI) in South Africa

Baleni

2024

EHASS

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“…A study conducted in Japan revealed that most of the teachers were not fully competent and, as a result, national advisory groups made the improvement of teacher training the main theme for educational reform 4. Another study conducted in Slovenian higher education, on teaching and the pedagogical training of university teaching staff, revealed that only 31.4% of all respondents had participated in higher education pedagogical training 5…”

Section: Introductionmentioning

confidence: 99%

The effect of teaching without pedagogical training in St. Paul’s Hospital Millennium Medical College, Addis Ababa, Ethiopia

Biku

Demas

Woldehawariat

et al. 2018

AMEP

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BackgroundThe recent expansion of higher education institutions in Ethiopia provides an opportunity for many citizens who did not previously have access to higher or university level education. This opportunity, however, comes with its own challenges, such as ensuring that minimum standards are set and maintaining quality where pedagogical concerns are compromised. The aim of this study is to explore the effect of teaching without pedagogical training, in St. Paul’s Hospital Millennium Medical College (SPHMMC), Addis Ababa, Ethiopia.MethodsAn institutional-based qualitative phenomenological study was conducted through an in-depth interview, using purposive sampling techniques. Participants were instructors and students selected from SPHMMC who had participated in the teaching or learning process or at least 24 months. Owing to data saturation, only 16 instructors and seven students were interviewed, using open-ended and semi-structured questions. Tape recorders and field notes were used. Based on thematic aggregation, the content of the responses was analyzed.ResultsOnly one of the 16 instructors had received pedagogical training for more than one year. Twelve instructors had received 2 days to 2 weeks of training, and the rest were using a personal method of teaching. During the recruitment procedure, only one instructor had been asked to verify their pedagogical background. However, all respondents confirmed that pedagogical training is very important to facilitate the teaching-learning process. In this study, most of the instructors practiced their personal teaching methods, which resulted in no common delivery system of teaching content, which can be huge, no lesson plan, no clear objectives to courses, poor time management, different instructors having overlapping course content, no table of specifications, and no proper evaluation mechanisms for either the students’ or the teachers’ performance. On the students’ side, because of the vast and unplanned course content and poor time management, their participation in the learning process was insufficient, which could affect their learning.ConclusionBecause of the gap in pedagogical training, college teachers use personal teaching methods, and this negatively affects the standardization of delivery methods. To improve this drawback, proper pedagogical training should be provided for all teachers. This would help them to deliver quality education and to produce competent graduates from the institute to supply the workforce.

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Global Awareness, Intercultural Communicative Competence, and Global Citizenship

Jing

2023

Intercultural Communication and Language Education

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Pre-service Teachers’ Intercultural Competence: Japan and Finland

Cited by 4 publications

References 15 publications

Lecturers’ Perspectives on the Relevance of Pedagogical Training Programmes offered at One Higher Education Institution (HEI) in South Africa

Lecturers’ Perspectives on the Relevance of Pedagogical Training Programmes offered at One Higher Education Institution (HEI) in South Africa

The effect of teaching without pedagogical training in St. Paul’s Hospital Millennium Medical College, Addis Ababa, Ethiopia

Global Awareness, Intercultural Communicative Competence, and Global Citizenship

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Pre-service Teachers’ Intercultural Competence: Japan and Finland

Cited by 4 publications

References 15 publications

Lecturers’ Perspectives on the Relevance of Pedagogical Training Programmes offered at One Higher Education Institution (HEI) in South Africa

Lecturers’ Perspectives on the Relevance of Pedagogical Training Programmes offered at One Higher Education Institution (HEI) in South Africa

The effect of teaching without pedagogical training in St. Paul&rsquo;s Hospital Millennium Medical College, Addis Ababa, Ethiopia

Global Awareness, Intercultural Communicative Competence, and Global Citizenship

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The effect of teaching without pedagogical training in St. Paul’s Hospital Millennium Medical College, Addis Ababa, Ethiopia