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Teacher trainees’ level of preparedness for inclusive education in Botswana schools: need for changeMukhopadhyay, S.; Molosiwa, S.M.; Moswela, E. (IJSRE, http://www.ijsre.com, December NaN, 2009)[more][less]
Abstract: The purpose of this study was to explore the extent to which the University of Botswana special education teacher-training programme. Inclusive education has gained significant currency nationally and internationally. Inclusive education demands that the teacher should be able to meet the needs of students with disabilities in a regular/ ordinary classroom. The success of inclusive education rests on quality teacher preparation gearing towards inclusive education. How teachers are prepared is intrinsically linked to the quality of education provided in the schools. Qualitative research method was used to explore how teachers are prepared for inclusive education in Botswana. Eighteen final year special education student teachers were involved in two focus group discussions. Findings of this study revealed that special education student-teachers were not prepared to meet the learning needs of diverse categories of learners with disabilities in inclusive settings. Based on the findings of this study, a teacher preparation model is proposed for successful implementation of inclusive basic education in Botswana. URI: http://hdl.handle.net/10311/1073 Files in this item: 1
Mukhopadhyay_IJSRE_2009.pdf (1.243Mb) -
Major, T.E.; Tiro, L. (IJSRE, http://www.ijsre.com, March NaN, 2012)[more][less]
Abstract: This study investigated the perceptions on pre-service or student teachers regarding their teacher education program. Data was collected through in-depth semi-structured interviews with 17 pre-service student teachers in one primary college of education in Botswana. In addition, there was an analysis of documents from the Ministry of Education and Skills Development that outlined how the training of pre-service teachers should be run. Participants indicated that they spend too much time learning/exploring theory and less time of hands on experience. Research has also shown that teacher education overemphasize theory and focus less on practice in the preparation of pre-service teachers. The study results indicated that student teachers are taught too much theory and did less of teaching practice. Pre-service teachers should be given more time to do teaching practice and less time on content, as they need the application skills more than they need the content. Based on the findings in this study, it is recommended that the Tertiary Education Council in Botswana should revise the teacher education training program and to reconsider increasing the amount of time for teaching practice for the pre-service teachers. URI: http://hdl.handle.net/10311/1052 Files in this item: 1
Major_IJSRE_2012.pdf (1.297Mb) -
Nenty, H.J. (IJSRE, http://www.ijsre.com, October NaN, 2010)[more][less]
Abstract: The extent to which teachers perceive the existence of pressure emanating from negative stereotype of teaching as a career by the society tends to reduce the amount of affective and cognitive investments on teaching and learning by teachers and teacher trainees. Given this problem, the purpose of this study was to determine the level to which stereotype threat as perceived by University of Botswana (UB) teacher trainees influences their learning- and teaching-related behaviour. To test the nine research hypotheses posited to guide the study, data for the inferential survey study was collected using a validated 48-item questionnaire from a sample of 452 UB teacher trainees. Data analyses were done using t-test of single mean, chisquare (72) test and one way analysis of variance (ANOVA). The findings showed that the level to which UB teacher trainees perceived teaching as a stereotyped career significantly influences the amount of affective investment they are making on their training programme and hope to make on their teaching. These findings were discussed and recommendations that emanated from findings were made. URI: http://hdl.handle.net/10311/1082 Files in this item: 1
Nenty_IJSRE_2010.pdf (1.468Mb) -
Chilisa, B. (Routledge. http://www.informaworld.com, March 1, 2000)[more][less]
Abstract: This article explores definitions of achievement and their relationship to gender-fair assessment. A framework to discuss achievement is drawn from the affinities of standpoint theory and post-structural theories' emphasis on the role of language in transmitting norms and values that shape gender relations. The first proposition put forward is that different modes of assessment denote different forms of knowledge that are not necessarily gender-neutral. The article illustrates the argument by identifying patterns of gender-biased items in the Junior Certificate science examinations in Botswana. The conclusion drawn is that these patterns illustrate forms of knowledge that are representative of male and female ways of perceiving reality. The patterns of gender-biased items corroborate those found in the international literature. The second proposition is that assessment materials may be gender-biased. The article illustrates gender bias through a content analysis of the Junior Certificate English reading passage examination and discusses the implications of this example for fairer assessment. Finally, a checklist is suggested for crafting gender-fair assessment. URI: http://hdl.handle.net/10311/834 Files in this item: 1
Chilisa_AEPPP_2000.pdf (1.143Mb) -
Phamotse, I.T.; Nenty, H.J.; Odili, J.N. (IJSRE, http://www.ijsre.com/, November NaN, 2011)[more][less]
Abstract: The study used an inferential survey design in which a validated questionnaire was used to gather and analyze the views and perceptions of a random sample of 146 primary and 102 high school teachers at Qacha’s Nek district in Lesotho. These were with regard to the influence training in assessment has on the availability of skill to carry out effective classroom practices that sustain standards in educational assessment and hence enhance quality of education. The sample was made up of 119 male and 127 female teachers, 103 of theme with certificates 41 with diploma and 102 with bachelor’s degrees. Some 92 of them had 1-5 years of teaching experience, 57 had 6-10 years while 97 of them had above 10 years of such experience. Among them they attended a mean of 0.706 assessment-related workshops. The study involved the use of a face validated sic-option Likert-type questionnaire with two sets of items consisting of: (a) list of assessment skills to which teachers were required to indicate the level to which they possess each of them; a list of classroom assessment practices, which teachers were expected to indicate the frequency to which they applied each of them. A Cronbach alpha analysis gave the alpha coefficient of the instrument as 772 and 764 respectively for the two parts of the instrument. A composite of the number of assessment-related courses taken, and seminars and workshops attended were developed to operationalize each teacher’s level of assessment training. Based on this, 137 of them were found not to have any training in assessment at all, while 73 had a little training and 35 had some training in assessment. URI: http://hdl.handle.net/10311/1130 Files in this item: 1
Nenty_IJSRE_2011.pdf (1.911Mb) -
Nenty, H.J. (Kamla-Raj Enterprises. http://www.krepublishers.com, NaN, 2009)[more][less]
Abstract: Research is an exciting adventure which if properly carried out adds richly to the student’s experience, to the school academic prestige and to the society through the new knowledge it creates which could be applied in solving related problems and in other services. Young researchers always encounter problems designing and carrying out their first study which usually is their project, thesis or dissertation. Some who are not properly guided or supervised get frustrated and drop out of their programmes because of these problems. The ideas in this paper which metamorphosed over 25 years of teaching and supervising research, represents an attempt to contribute to the solution of such problems especially for graduate students. It presents elaborately, in very simple language and in five sections, the practical steps that should guide beginning researchers on how to carry out their study and report it. URI: http://hdl.handle.net/10311/708 Files in this item: 1
Nenty_IJES_2009.pdf (999.3Kb)
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