The present investigation revealed that the prospectiveteacher educators studying in various teacher training colleges of Aligarh district were found to have a favourable attitude towards e-learning technology. The various demographic variables taken such as gender, locality of the college, residence of the prospectiveteacher educators, Medium of study, subject group, Mode of stay, marital status and educational qualification does not affect the prospectiveteacher educators attitude towards e-learning technology. Thus, it can be seen from the above investigation that prospectiveteacher educators should also try to develop a favourable attitude towards e-learning in the prospective student teachers as well as among the teachers who are involved in using and incorporating the technology in the classroom. References
The present study aimed at finding out the attitude of prospective teachers and prospectiveteacher educators towards the use of ICTs in the classrooms in relation to gender, class, habitat, discipline and medium of school. For carrying out the present study, a sample of 93 prospective teachers, which were B.Ed students and 30 prospectiveteacher educators, which were M.Ed students were taken. These students were from Vivekananda College of Teacher Education, Aligarh, Uttar Pradesh. Survey method was used to collect data. Data was collected with the help of self-constructed questionnaire which contained Likert type 25 items and one open ended question. The statistical techniques which used were mean, SD, t-ratio and Analysis of Variance in order to analyse the collected data. The findings of the study indicated that there was significant difference in the attitude of prospective teachers and prospectiveteacher educators on the basis of gender, class, medium
Gist & Mitchell, (1992) in their study 200 teachers participated from various public schools. Multivariate analysis of variance and correlational analysis were employed to understand the effect of self-esteem and self-efficacy on teachers’ efficacy. The results indicated significant relationship between teachers’ efficacy and general self-efficacy and self-esteem. It was found that low self-esteem and low general self-efficacy led to low teachers’ efficacy and consequently substandard performance in the class. On the contrary, high teachers’ efficacy was a reflection of high self-esteem and high general self-efficacy. Self-esteem influenced only in decision making, perceived education self- efficacy, perceived disciplinary self-efficacy, ability to get cooperation from community, and in the development of positive school environment of teachers’ efficacy. General self-efficacy influenced all the components of teachers’ efficacy except decision making and ability to influence school council/authorities. In the study, it was observed that self-esteem significantly influenced teachers’ efficacy. Amita maheswari (2014) has undertaken a study to assess and compare the attitude towards teaching profession of B.Ed. and Special B.T.C. prospective teachers. A sample of 400 B.Ed. prospective teachers and 200 Special B.T.C. prospective teachers was drawn by using stratified random- sampling technique from 3 district of Rohilkhand regions. When attitude towards teaching profession of prospective teachers was considered as the dependent variable, the variable like gender, academic background and economic status were considered as independent variable. Attitude towards teaching profession was assessed by TeacherAttitude Inventory developed and standardized by S. P. Ahluwalia (2006). Mean, SD, and t-test were used for the analysis of the data. Research findings revealed that there is no significant difference in the attitude of B.Ed. and Special B.T.C. prospective teachers towards teaching profession on controlling their gender/ economic status or total. But on controlling academic background, B.Ed. prospectiveteacher of science stream had show better attitude towards teaching profession than their respective counterparts.
influence on prospective teacher’s knowledge (McCarrick & Li, 2007). Though, studies show that teacher-educators lack the necessary ICT knowledge and skills. The attitude of the teacher-educator towards practicing ICT tools and devices in educational process is also a foremost aspect to know that how effective technology has integrated and improved the teaching learning process. (Tabata & Johnsrud, 2008). A widespread study survey by Blanket et al. (2006) show that teacher- educators’ practices are not changing much when they use ICT because of their attitudes but it also stated that educators with highly positive approach use ICT in teaching learning process in a further project-oriented, collective and empirical way than other educators. Bingimlas (2009), stated that teacher-educators who are assured using ICT in teaching learning process approve that new technologies benefit them to teach effectively and would like to apply them more in the future. Voogt (2010), established that educators who apply ICT tools and devices widely in their teachings incline to have a great level of sureness in pedagogical technology abilities and emphasis on a learner-centered approach. Attitude is a tendency to respond positively or negatively towards a certain idea, object or situation. Attitudes towards the use of ICT are inclined by different variables such as training (Tsitouridou & Vryzas, 2003), awareness about technological devices (Mukti, 2000), technology anxiety and liking (Yildirim, 2000), and know-how of technological devices used in teaching learning process (Kumar & Kumar, 2003). In utmost cases, many of these aspects interrelate with one another to effect on attitudes towards ICT. Becker et al. (1999) and Gobbo and Girardi (2001), indicated that there is a positive association between technology training and teachers’ attitudes. Training can considerably impact the ways in which an educator comprises technology tools or devices in the teaching learning process. The study was conducted by various concerns from educational stakeholders that teacher-educators do not have attitude towards the potentials and effectiveness of technology used into the whole education process (Mselle, 2012).
Alice Watling and Emma Zhow (2011) studied to find out whether people have positive or negative attitudes towards sustainability and how knowledge affects people‟s attitudes. The findings of the study showed that education and knowledge about Sustainability plays an important role in developing positive attitudes towards Sustainability. It was also found that power, gender and age do not play a role towards having a positive attitude towards Sustainability. Jubilee and Manjula (2008) found out that most of the Maldivian secondary school teachers have a moderate awareness of environmental problems, issues and other aspects related with them. It was also reported that there exists a relationship between environmental awareness and environmental attitude and no significant difference was found between male and female teachers in their awareness and attitude towards environmental education. Also the results showed that the environmental awareness predicts the environmental attitude of Maldivian Secondary school teachers.
The role of initial teacher education (ITE) in creating inclusive or exclusive schools is also reported in the literature. While some writers take a technical view, highlighting the necessity for the inclusion of teaching strategies and skills into ITE programmes (for example writing IEPS, preparing picture exchange communication systems and so forth), others call for a move away from the technical approach (Slee, 2001a). Ewing (2001) believes that many teacher education programmes have too little attention focused on the ethical, political, social and cultural dimensions of teaching whereas, it is these aspects of schooling that sustain the exclusion of some students. In particular Ewing (2001) believes that teacher educators need to reflect upon the extent to which their courses convey, often tacitly, social and political realities that encourage students to accept, uncritically, power and hierarchy arrangements in schools. These are the power and hierarchy arrangements that include and exclude some groups of students . In their extensive review of the literature, McDonald and MacArthur (2005) make similar recommendations highlighting the need for initial teacher education (ITE) programmes to change from traditional knowledge based models, to those based on principles of social justice and citizenship.
With proper approval from institutional ethical committee (R/ADMIN-08/0), a prospective observational study was conducted for a period of six months from January-2017 to June-2017 in the Department of pulmonary critical care and sleep medicine, Cosmopolitan Hospitals Pvt. Ltd., Thiruvananthapuram, Kerala, south India. The inclusion criteria consist of patients of both sexes in the age group of 45-65 years diagnosed with COPD. Totally 100 in-patients willing to participate were enrolled in the study. Patients with incomplete medical records, affected with other psychiatric disorders and admitted in critical condition were excluded from the study. The participants were informed about the study and their consent was obtained in prescribed format. All information relevant to study was collected form case records and direct interview with patients. The A Prospective Study on Assessment of Prevalence of Depression and Impact of Patient Counseling on
the program of diagnostics of tolerance to children with special needs included the complex of standardized diagnostic methods (three blocks), the estimation levels of formation of the mentioned features, that permitted to get reliable results and exclude the subjective factor. the first block consists of the methods which determine the general propensity for tolerant behaviour: “eysenck questionnaire”, the express questionnaire “tolerance index” (soldatova, 2008). the second block includes the diagnostic methods of the content component of tolerance: the affiliation questionnaire (behavioural motives), the diagnostic methods of general communicative tolerance (soldatova, 2008). the third block consists of the methods to study the attitudes of prospective pedagogues towards children with special needs: eurobarometer (research on xenophobia), “the scale of social distance” (soldatova, 2008). the adaptation of the stimulated materials of the standardized methods included the material (questions, statements, etc.) about children (persons) with special needs.
Judith Butler (1993) speaks of gender as a performative role within our society. Likewise, teacher dress codes provide a performative image of ‘success,’ grounded in a conservative, middle to upper class perspective. This performative image of success is a frozen symbol of social norms, projected upon the teacher’s body via the dress code; however, the verb ‘to teach’ dictates the occurrence of action. The paradox of a frozen symbol needing to perform an action brings about tension within the role of the teacher, a tension that can’t help but shape the activities of the classroom. How is classroom
Teacher effectiveness causes change in the overt & covert behavior of the learner. A good teacher enjoys considerable autonomy while teaching & shapes the life pattern of future generation through academic & personal social interactions with students. An effective teacher possesses good academic qualification positive attitude towards teaching professions & has a democratic approach to take decisions. Shows maximum sincerity in shouldering responsibilities and continuously remains in touch with latest developments in learning. Actively participates in co – curricular activities with the students and does verbal interactions in the class room.
Teaching being a dynamic activity requires a favorable attitude and certain specific competencies from its practitioners. Teachers’ proficiency depends on the attitude she possesses for the profession. The positive attitude helps teacher to develop a conductive learner friendly environment in the classroom. This also casts a fruitful effect on learning of the students. Attitude being a social construct is influenced by many factors like gender social strata, age, stream of education, type of institutions and previous experience of the job. This study deals with effect of face- to-face B.Ed. Programme on Teacher Interns Attitude towards Teaching Profession with respect to type of Institutions, academic streams, and different university System. The sample constituted of 1256 teacher interns belonging to science and humanities streams drawn from fifteen education Colleges from two universities i.e. Guru
The central message of this paper is simple. Researcher believes that development programme for teacher educators should become more relevant and should be more interesting. It is essential to improve teacher educators’ achievement. I believe that a new NCTE norm is more effective for professional development of teacher educators, which is planned by NCTE. The NCTE introduced a newly centralized system, which lays emphasis on preparation of one curriculum for all institution/university. Programme for professional development of teacher educators in this country must include more relevant and appropriate content and practice. ICT mediated learning is essential to meet the emerging needs of the society. So curriculum should include this issue. Research shows that effective professional development increases through intensive activities that focus on deepening teacher educator’s knowledge of content and allow teacher educators to work collaboratively. At the same time, a truly successful professional development system must also provide opportunities for teacher educators to practice and reflect upon their works; be aligned with standards and embedded in the daily work of the university/institution; and involve parents and other community members. So we believe that it is teacher educators who could and should bring coherence, and hence our strong support for creating a new concordat in the setting up of an NCTE in India.
Studies in relevant literature can be grouped under two categories: studies to identify scientific research competencies of teachers and prospective teachers and analysis of such competencies with respect to several variables (Demircioğlu, 2006; Şahin and Altınay, 2009; Tekbıyık and İpek, 2007; Büyüköztürk, 1999; Yakar, 2014; Akar, 2007; Nartgün, Uluman, Akın, Çelik and Çevik, 2008; Türkmen and Kandemir, 2011)and studies on the quality of scientific research methods (Nartgün, et al., 2008; Kurt et al. 2011; Tay, Demirci-Güler and Taşdemir, 2009). However in relevant literature there are limited numbers of studies aimed at identifying teachers’ or prospective teachers’ attitude toward scientific researches (Korkmaz, Şahin and Yeşil, 2011). For the prospective teachers, possessing scientific research skills and positive attitude toward scientific research bears critical importance in utilizing and transferring such skills during their teaching career (Taşdemir, 2013). In relevant literature no studies have been found which analyze prospective teachers’ scientific research skills and attitudes collectively with the effects of scientific research methods on the particular skills and attitudes. Identifying prospective teachers’scientific research competencies and attitudes toward scientific research and detecting the effectiveness of scientific research methods can also provide vital contributions to raising researcher-teachers of the future.
According to the results of the research, it is seen that prospective science teachers have the tendency to use and apply STEM teaching in their lessons. In this case, it is concluded that teacher candidates' views on STEM teaching are positive. As a result of the research, when the literature was examining the opinions of the teacher candidates about STEM teaching, studies by Hacıömeroğlu (2018) and Kırılmazkaya (2017) are similar to the results of the present research. Ensari (2017) examined the opinions of prospective physics teachers on STEM activities and STEM education during the Research Project in Field Education (AEAP) course and concluded that the opinions of prospective teachers were positive. In a study by Gülgün et al. (2017), the views of science teachers about STEM education activities were examined. At the end of the study, it was concluded that teachers' opinions were positive, but STEM applications were not passed sufficiently in our country.
with the investigation of classroom practices for Mathematics Teachers that feature the existing three strategies in teaching: Active Learning, Cognitive Activation, and Teacher-directed Instructions. Third, from “Teacher Affective Attitudes Inventory: Development and Validation of a Teacher Self-Assessment Instrument” by King (2017) of Antioch University Repository and Archive. On the initial scale for positive relationships in attitude towards equity is a set of a teacher’s disposition about equitable treatment of students and attitudes towards classroom management for a classroom environment. This instrument addressed to teachers of mathematics about their academic and professional backgrounds, such as Attitudes towards teaching mathematics, Proficiency in teaching mathematics, instructional practices, and strategies in teaching mathematics. The researcher used it for the survey in grade 7 mathematics teachers in the division of Las Piñas. The researcher also gathered the final mathematics grades of selected grade 7 students that are included in this study.
On the basis of the findings, it concluded that the B.Ed. programme should be of two years and the curriculum needs change. The practice teaching and practicum part should be increased. In an effort to make the B.Ed. programme more effective and prepare better teachers, NCTE has made some big changes in the curriculum of the B.Ed. course. The Supreme Court has directed the NCTE to revamp the system of teacher education before the end of year 2014 on which the regulatory body has released „NCTE Regulations 2014‟. The B.Ed. colleges all over the country now have to follow the new regulations from 2015. The Garhwal University has also started up with the new B.Ed. curriculum of two years duration. As per new syllabus of B.Ed. programme (now 02 years) of Garhwal University, the course subjects offered are as follows :
The table shows that out of total 321 question being asked 31% are simple factual-based type questions. Maximum number of simple factual questions are asked by children followed by 27% of investigation type questions. 20% of the total questions are questions that require complex answer, which children at that age may not be able to understand. Only 11% are philosophical questions and with minimum not of comments in form of question. These are only about 1%. Probable reason of this is that children are old enough to make distinction between comments and questions. In all about 88% of questions were asked by children to satisfy their curiosity either as factual or complex or investigative questions. A large of questions were investigative in nature, it actually helped the teacher to plan activities and exploration around those questions and building upon the curiosity of children.
Having been given the permission from the District Educa- tion Officer (District head) and head of the school to use the selected school for the study, my next concern was to select teacher participants for the study. Mattessich et al. (2001, 2005) believe that in any collaborative activity, members involved need to review who to include, but in this study the responsibi- lity was on me to do the selection. In view of this, I decided on four criteria to help me to select the members. Firstly, the teachers needed to, on their own thinking, develop their own strategies to engage in a professional discourse about their teaching actions by setting their own agenda without taking instructions from me as well as for them to have explicit and unspoken control over relevant issues. Secondly, because it was a classroom-based study, I wanted to focus on the experiences within one subject area that I will be able to understand the processes mathematics teachers go through in reflective con- versation. Hence teachers teaching mathematics were consid- ered appropriate. Thirdly, the group needed to have the capacity to continuously monitor the activities and integrate into their plan the necessity to include new members if the need arose and finally the number needed to be not so large that the proc- ess of collaboration would become unmanageable due to the limited data collection period of six months.
Besides regular teaching the following portfolios are to be handled by the teacher Educators like: NCC, NSS, community work, Adult Education, Action Research, Educational visits, College excursions, students council, organization of debate, sports day, women development cell, Getting trained themselves for being a successful teachers for inclusive, teaching learning experiences should be creative, innovative, thought provoking and up to the optimum significance.
A Bachelor of Education (B.Ed) is an undergraduate professional degree which prepares students for work as a teacher in schools, course offered for those interested in pursuing career in teaching. The B.Ed degree is mandatory for teaching in higher primary schools and high schools. The minimum qualification required for entry into B.Ed. course is Bachelor of Arts(B.A.), Bachelor of Science (B.Sc.). While students from arts stream are trained to teach subjects like history, civics, geography and languages. It was introduced to teach a person about teaching and the various aspects associated with teaching.