This study intended to explore the perceptions of novice and experienced teachers about the importance of lesson planning for effective learning in selected private elementary schools in Gilgit city. A qualitative approach focusing on case study was used to conduct this study. The researchers collected data by using in-depth semi-structured interviews. The study revealed that novice and experienced teachers both realized the importance to lesson planning. It was revealed that lesson planning contributes to students learning. Although teachers use different formats to plan their lessons. Moreover, it was found that novice teachers regularly develop their lessons in detail on the other hand experienced teachers do not regularly plan their lessons in detail. Teachers' workload was one of the hurdles in planning lesson. On the basis of the findings it was recommended that teachers should develop lesson plans for their classes because it provides guideline and teachers can teach effectively which ultimately improves students learning. Keywords: Perceptions, novice teachers, experienced teachers, lesson planning, private schools, Gilgit city
This study aims to explore teachers’ perceptions and practices of the use of rubrics in assessing students’ learning in the context of higher education institutions in Gilgit-Baltistan. A case study method of inquiry within a qualitative paradigm was adopted to collect the relevant data through semi-structured interviews from three purposefully selected teacher-educators (instructors) and six student-teachers (prospective teachers) of semester III and IV from one of the colleges of education. The data were analyzed through thematic analysis and following themes were emerged: (1) the importance of assessment rubrics in teaching and learning processes, (2) effectiveness of rubrics in assessing teaching and learning, (3) coconstruction of assessment rubrics by student-teachers and teacher-educators, and (4) the challenges for student-teachers and teacher-educators in developing and using of assessment rubrics. From the discussion on the emerging themes, it is concluded that (a) use of assessment rubrics makes assessment process more meaningful to both teacher-educators and students-teachers; and (b) use of rubrics makes student-teachers and teacher-educators more focused on their purpose of teaching and learning outcomes. It is recommended that teacher-educators in teacher training institutions should use rubrics to assess prospective-teachers so that they, after completing their degree programs, would use similar techniques in their respective schools to assess their students’ learning outcomes effectively. Keywords: Assessment, Assessment Rubrics, Rubric Design, Teaching and Learning.
This study aimed to explore relationship between students' attitudes and anxiety towards research, and their research self-efficacy at a local university in Gilgit city. A sample of 102 students of a teacher education department responded to a 30-items written questionnaire. Results indicated more than 50% students showed positive attitudes and high research self-efficacy towards research. Whereas less than 50% students showed anxiety towards research. It was found that in the programs where research is mandatory students showed higher positive attitude towards research, higher self-efficacy towards research and higher anxiety towards research than the programs in which doing research is optional. Results further indicated a positive strong correlation between students’ attitudes towards research and their research self-efficacy. A positive weak correlation was found between attitudes towards research and anxiety towards research. On the contrary an inverse weak correlation was found between students' anxiety towards research and their research self-efficacy. Future researchers can conduct similar studies taking a reasonable large sample on anxiety towards research and research self-efficacy. Keywords: self-efficacy, attitude towards research, anxiety towards research, university, relationship
The purpose of this research study was to examine the teaching beliefs and practices of teacher educators teaching in B.Ed. Hons regarding elementary program in a public sector university in Gilgit city. Within qualitative research, case study design was employed to conduct the research study. Ten teacher educators were selected from within a total population of seventeen teacher educators teaching in the B.Ed. Hons. Elementary program was selected through convenient sampling technique. Research tools included descriptive interview questionnaire, and document analysis. Findings of the study revealed that teachers seemed to believe in variety of teaching strategies and emphasized on giving feedback to students along with other formative and summative assessment strategies. Findings indicated effect of teacher preparation programs in changing teachers' beliefs and practices. However, there appears to be inconsistency in teachers' beliefs and practices. Future research should explore the variation between beliefs and practices. Key Terms: Pedagogical beliefs and practices, Teacher educators, Elementary programs, Public university, Teaching learning
The purpose of this study was to investigate the relationship between prospective teachers’ attitude towards ICT and its use for educational purposes among teacher education institutions of Gilgit-Baltistan. All final year prospective teachers (n= 236) of two teacher education colleges and a public sector university were the sample of this study. The researcher has adapted Test of e-Learning Related Attitude scale to measure attitude towards ICT. Whereas, Technology Level of Use scale was used to investigate prospective teachers’ use of ICT. Findings indicated that more than 90% prospective teachers show high positive attitude towards ICT. Findings further indicated a significant difference in prospective teachers’ attitude towards ICT by institution. However, no any significant difference was found among institutions regarding use of ICT. The study found weak positive correlations between use of ICT and attitude towards ICT; and program of studies and attitude towards ICT; gender and program of studies. However, attitude towards ICT was found to have inverse correlation with gender and type of institution. Similarly, inverse correlation was observed between use of ICT and gender and use of ICT and program of studies. This study will be an addition in the available literature from the context of Gilgit-Baltistan. Keywords: Prospective Teachers, Attitude, Information and Communication Technology (ICT), ICT integration, Teacher Education Institutions
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