Gender functions as a category for organization of various activities in schools like segregation of boys and girls in assembly, formation of groups for co-curricular activities etc. Allocation of routine tasks by teachers differently to girls and boys also strengthens gender stereotypes. The awareness of teachers is reflected in their behavior in the school and classroom. In general, most teachers do not intentionally differentiate learning opportunities for their students by gender. Much of what constitute gender inequity in classroom practices and interactions is unintentional and subconscious.
Student-teachers does browsing. So teacher-educators can give assignments where they can be expected to browse. New trends, new methodology, pedagogy etc. can be given studentteachers to search. Some modules can be designed where student- teachers can browse. The findings of the present study would also be used to design curriculum of teacher education course and MOOCs. The study may provide ground report of the level of the use of browsing by the student-teachers.
The study is conducted to find out the level of interest in teaching among B.Ed student-teachers of IASE, Aizawl. Simple random sampling method is adopted by selecting 93 students from IASE, Aizawl as a sample of the study. A standardized questionnaire called Kakkar's Teaching Interest Scale is used to find out the level of interest in teaching. The study finds out that most of the student-teachers have low level of teaching interest. Further analysis is done by testing the hypotheses of significant differences among students of B.Ed according to their gender, age group, educational qualification, subjects and locality. Only Gender based analysis shows significant differences among them. The result of the study also reveals the nature of B.Ed student-teachers of IASE, Aizawl that, different variables like - Educational qualification, Age, subject studied and locality do not have any influence on the level of interest in teaching.
Abstract The aims of this study were to find out studentteachers’ grammatical awareness and their perception towards grammatical awareness. This study employed a mixed method research. The participants were 129 English Education Study Program’s studentteachers at one state Islamic University in Indonesia. Purposeful sampling technique was applied to choose the participants. To collect the quantitative data, grammatical test was used and interview was used to obtain qualitative data. 129 studentteachers took the test and 12 of them were willing to participate in the interview. The results indicated that studentteachers had four types of grammatical awareness, namely (1) metalanguage recognition, (2) metalanguage production, (3) identification and grammatical error correction, and (4) grammatical rules explanation. The studentteachers lacked of grammatical awareness. It could be seen from their ability to explain grammatical mistakes. Rules in grammar and explanation tasks were the most difficult for them whereas the easiest one was a metalanguage recognition task. The major factor of their weakness was the complexity of the rules of tenses.
This study aimed to determine the alienation levels and values of male and female Studentteachers (Teacher-pupils) and identify the relationship between their alienation levels and values. The sample consisted of 200 Studentteachers selected randomly from the colleges of Education of district Moga in Punjab. No significant difference was found in alienation and values of male and female teachers. Also the results revealed no significant relationship between alienation and values of Studentteachers.
A growing interest in highlighting women's health issues during the last decades has led to an emerging awareness of the importance of gender in medicine. This awareness has mostly focussed on differences between female and male patients and gendered management of illness and disease. However, there is more to gender than that. When comparing men and women it is important to clar- ify the concepts of sex and gender and describe the gender perspective applied. Sex is a biological categorization based on reproductive organs and chromosomes while gender views women and men from a psychosocial and cultural perspective. When studying differences in health, behavior or attitudes it is generally not possible to know what is biological and what is social in origin. A construc- tivist perspective  of gender is then suitable since it underlines that sex and gender, biology and culture are related and inter-reliant. In this perspective gender refers to the constantly ongoing social construction of what is considered "feminine" and "masculine", based on socio- cultural norms and power. Gender is not a fixed or 'natu- ral' category, but subject to change and negotiation. We all "do gender" in all kinds of social interactions [2–4]. In professional everyday life, physicians, too, are doing gender. For example when they ask female patients more than male patients about their family situation  physi- cians contribute to maintain the gendered view that fam- ily matters are women's issues. Physicians do gender not only in their relation with patients , but also with col- leagues , staff [4,6], and as role models for students. Physicians with an awareness of gender take into consid- eration power asymmetry and gendered expectations and preconceptions in such interactions. They are aware of the gender order , which affects women's health differently than men's health and which permeates into professional as well as private relations. Research has shown that gen- der insensitivity (lack of genderawareness) has conse- quences such as gender discrimination and sexual harassment in many domains of physicians' professional role and practice, for example medical education, [8,9] career opportunities,  and, not least, choice of spe- cialty [11–13].
The study aimed at finding out the relationship between environmental awareness and emotional intelligence of studentteachers and teachers. The sample of the study consisted of 200 studentteachers (100 male and 100 female) and also of 100 teachers (50 male and 50 female). The sample was taken from 15 self-financed B.Ed. colleges of Ghaziabad District of CCS University, Meerut (UP). Environmental awareness measure scale by Dr. P. K. Jha and emotional intelligence inventory by Dr. S. K. Mangal and Mrs. Shubhra Mangal was used for assessing the environmental awareness and emotional intelligence of studentteachers and teachers. Data was analyzed by using mean, SD, t-test and by Pearson Product Moment Correlation Technique. The results showed that there was no significant difference between male and female studentteachers and teachers regarding envi- ronmental awareness and emotional intelligence. The results also showed that the environmental awareness of male and female studentteachers was also found to be slightly positively but not significantly correlated with emotional intelligence. The environmental awareness of male teach- ers was found to be moderately, positively and significantly correlated with emotional intelligence. On the other hand the environmental awareness of female teachers was found to be slightly posi- tively but not significantly correlated with emotional intelligence.
Education is one of the main keys to economic development and improvements in human welfare. Information and communication technology (ICT) is playing a central role in the development of modern economies and societies. As the world is going through the technological revolution, adoption of new technologies in the education system is the most important. This has profound implications for education, both because ICT can facilitate new forms of learning and it has become important for young people to master ICT in preparation for adult life. The use of ICT has the potential to enhance the real world experiences, the educational institutions should emphasize on the use of ICT for both administrative and academic efficiency. Teacher education institutions may either assume a leadership role in the transformation of education or be left behind in the swirl of rapid technological change. For education to reap the full benefits of ICTs in learning, it is essential that pre-service and in-service teachers have basic ICT skills and competencies. Teacher education institutions and programmes must provide the leadership for pre-service and in-service teachers and model the new pedagogies and tools for learning. They must also provide leadership in determining how the new technologies can best be used in the context of the culture, needs, and economic conditions within their country. To accomplish these goals, teacher education institutions must work closely and effectively with student-teachers and administrators, national or state educational agencies, teacher unions, business and community organizations, politicians and other important stakeholders in the educational system. Teacher education institutions also need to develop strategies and plans to enhance the teaching-learning process within teacher education programmes and to assure that all future teachers are well prepared to use the new ICT tools for learning.
Inclusive school is the demand of the situation. There is no way India can provide education to all children with disability unless it opens the doors of all schools for children with disability. It is not an easy task. It is very important to recognize the complexity of the challenge it brings with it. It demands attitude shift in teachers and school management. It requires child centric approach in teaching / learning and stress on capacity building of every child rather than simply transaction of education curriculum.
E-content was found to be more influential in student success than the traditional method. The analyses in the present study have shown that there was a significant difference in the post-test score of control and experimental group at 0.01 levels. More specifically, experimental group has higher mean score than that of control group. Further analysis investigated the significant difference of post-test score with respect to gender. There was no significant difference of post- test score of control and experimental group with respect to gender.
The Mathematics studentteachers from the colleges of Education are tomorrow’s Mathematics teachers. They have to develop and enhance Mathematics Interest of their students. If they have interest in Mathematics during their preservice training period, then it will be helpful to develop and enhance Mathematics Interest among their students. Keeping this view in mind, the researcher decided to test the studentteachers’ Mathematics Interest. He also decided to develop Mathematics Interest Enhancement Programme and study its effectiveness.
The study investigated the perspectives of studentteachers who were enrolled in Practicum course for English specialty students at Najran University with regard to the opportunities it provided them with. In addition, it studied the barriers that could inhibit their field experience and deprive them from being successful teachers as expected. Results showed that such course was effective in certain areas such as developing their supportive relationships with various participants in the Practicum setting; their successful teaching accomplishments and professional achievements; and their feelings of self-efficacy in being able to affect positively the students under their care. On the other hand, participants' responses indicated many shortcomings or obstacles that hindered their performance as teaching practitioners. These shortcomings were not related to one specific part but many parts such as academic supervisors, school principals, and cooperating teachers. No significant differences among their perspectives regarding the course's opportunities or barriers were found due to their gender and/or university accumulative average. Therefore, it can be concluded that people in charge of the implementation of Practicum courses are called for looking for and solving the prospect and probable difficulties before sending studentteachers to schools for their teaching practice. They are also required to foster opportunities offered by Practicum courses and facilitate trainees' work at school through intensive visits and interviews to stimulate the good and exclude the bad actions.
Although Flavell and Brown are credited with introducing the term metacognition, they were not the first to study phenomena that was to be called metacognitive. From the beginning of the twentieth century, researchers were documenting the importance of monitoring and regulating one's comprehension processes. Memory researchers were studying feelings of knowing and memory monitoring from 1960s. Information processing models from the 1970s included executive control systems that regulate basic cognitive processes.
JULY-AUG, 2016, VOL-II, ISSUE-VIII www.srjis.com Page 657 inculcated and nurtured at the early stage. It is however a general observation that there is over emphasis on study reading rather than recreational or voluntary reading among children. Cheah (1998) noted that while students in Singapore will not hesitate to read school related materials, getting them to become life-long readers and read for the pleasure remains an uphill task. There are many factors that motivate reading among children. An international survey has shown that nearly half of the UK students participating in the study said that they read for relaxation while majority of the children from twelve developing countries revealed that they read for passing examinations (Books Aid International 2003). A study of young people in Britain aged between 11 and 18 years found that peer influence was the top most reason for reading books (Market & Opinion International MORI, 2004). A survey of 431 pre kindergarten through grade eight students in the United States found that 71% of the students who perceived themselves as good readers had a positive attitude towards reading.
An exploratory study conducted in Albania, Europe by Bilali (2013) found that female and male teachers had similar levels of self-efficacy. The study reported that there was no significant difference in the level of sense of efficacy across gender, that is, both female and male teachers had similar levels of self-efficacy. However, the above reviewed study used student-teachers in a University setting which may be different from the setting of employed teachers engaged in actual classroom teaching. Furthermore, the study was conducted in the European nation of Albania and used only the quantitative approach when a mixed methods approach would have yielded findings with more meaning. Furthermore, Klassen and Chiu (2010) study reported that female teachers had lower classroom management self- efficacy than male teachers and found that female teachers had higher self-efficacy than male teachers did. Similarly, Aktaú, Kurt, Aksu and Ekici (2013) used regression analysis to examine biology teachers’ self-efficacy and gender in Turkey. The results of the regression analysis indicated that gender positively and significantly predicted education process self-efficacy perception. Gender accounted for 11.4% of the total variance in education process self-efficacy perception. However, the study only used volunteering Turkish biology teachers and not Kenyan teachers.
tables 3.4 & 3.5, it is clearly evident that Subject-Area contributes significantly to the Environmental Awareness of both Male and Female Secondary School teachers. 4. From the Analysis of the Tables 3.6 and 3.7, it was found that there exists a significant difference in the Environmental Awareness between Male and Female Secondary School teachers of Science group in comparison to their counterparts in Social Science group. Therefore, it is concluded that Male and Female Secondary School teachers of Science group are more aware in comparison to their counterparts in Social Science group. This can be attributed to the fact that, since from the very beginning of their careers, Science stream Secondary School teachers are more serious and devoted in their studies, as they know that being of Science group, they have to work hard in order to achieve success in life. Also, since they are of Science background they have studied in their high school and Intermediate subjects
Education is an indispensable part of life, which intends to develop desirable habits, skills,and attitudes which make an individual a good citizen. It develops a cognitive, affective and psychomotor aspect of an individual. We may say that education is the main force, which influences the quality of life. The quality and efficiency of education always depend to a great extent on the qualities ofteachers who truly add such values to the students. The major goal of teacher education program is not only to develop the teaching skill of teachers but also inculcate with it ness among teachers. Thus metacognitive awareness is the factor of personal epistemology which helps teachers to accomplish their work more efficiently. Therefore, the present paper aimed to study the metacognitive awareness of secondary school teachers in South Bengal. Researcher also likes to study whether there is any significant difference in metacognitive awareness in teachers based in their gender, locality of institution and discipline variation. The data were collected from Nadia and Hooghly district. Researcher found that though gender and locality of institution does not make difference between teachers metacognitive awareness but discipline variation does.
The present study sought to investigate the effects of gender on interactional patterns of Iranian EFL classroom. Participants were 120 male and female EFL upper intermediate learners who were chosen from different language institutes in Isfahan, Iran. Besides, 12 teachers participated in the study in four types of classes: female teachers in single-gender classrooms, male teachers in single-gender classrooms, female teachers in mixed-gender classrooms and male teachers in mixed-gender classrooms. Tsui’s Framework of discourse speech acts was employed as the instrument. Plus, patterns of interactions were investigated according to teachers’ question types. In so doing, frequencies of subcategories of ‘initiating’ category in framework, referential and display questions were calculated for four types of classes. Findings indicated that, firstly, distributions of components of interactional patterns of initiation and types of questions were not fair. Secondly, mixed-gender classes included more effective patterns than single-gender classes. Thirdly, both male and females teachers paid more attention to the opposite gender in the classrooms. Findings of this study can be taken into account by teachers, especially those in mixed-gender classes that pay equal attention to both genders.