Student Teachers’ Attitudes and Perceptions towards Assessment during an Initial Teacher’s Education Programme in Cameroon

Lyonga, Ngemunang Agnes Ngale

doi:10.5901/jesr.2015.v5n1p11

Cited by 2 publications

(2 citation statements)

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“…Cameroon maintains significant control over teacher education by running national examinations for entry into Initial Teacher Education (ITE) programmes and for graduation from the programme as a qualified and certified teacher (Lyonga, 2015). Presently, there are state-owned teacher training colleges in all Divisions in Cameroon and also a few private teacher training colleges owned by the Catholic, Presbyterian and Baptist Missions (MINESUP, 1995(MINESUP, , 1998Tchombe, 2001;Dembele, 2003 andFonkeng, 2007).…”

Section: Study Contextmentioning

confidence: 99%

Exploring Students’ Self-Assessment to Increase Learning Outcomes in Teachers’ Training Colleges in Cameroon

Lyonga

2022

JL4D

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The main objective of this study is to explore students’ self-assessment to increase students’ learning outcomes in teacher training colleges in Meme and Fako Divisions. In-depth interviews and group discussions were used as instruments for data collection. Purposive sampling technique was employed in selecting the teacher training colleges used in the study and the participants. The sample size of the study constituted of 37 student-teachers for in-depth interviews and four group discussions made up of ten student-teachers each. The interviews and group discussions were analysed through content analysis, while focus group discussions were analysed following the procedure for analysing and reporting focus group results by Krueger (1998). The findings revealed that self-directed learning can be used to increase students’ learning outcomes; self-designed project influences students’ learning outcomes; self-reported assessment is linked with students’ learning outcomes; and that knowledge of self is related with students’ learning outcomes.

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Section: Study Contextmentioning

confidence: 99%

Exploring Students’ Self-Assessment to Increase Learning Outcomes in Teachers’ Training Colleges in Cameroon

Lyonga

2022

JL4D

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“…Therefore, becoming a teacher mostly remains complex all the time. To address this diversity of learners and fluid context, teacher education program is of certain importance which continually finds ways to respond to these challenges and attempts to equip teachers with skills and competencies for teaching-learning process (Avalos, 2011;Lyonga, 2015). A clear understanding of what and how to teach is crucial to teacher education.…”

Section: Introductionmentioning

confidence: 99%

Exploring self-efficacy beliefs of Pre-Service Teachers: An evidence from biological science education program in Bangladesh

Hoq

2023

Teacher’s World: J. of Edu. and Res.

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Teacher education program equips teachers with skills and competencies for teaching-learning process. An essential part of teacher education program is referred to as practicum. The context of Bangladesh is mostly speculative and theoretical, dealing with concepts of belief and practice of science teachers in classroom only. However, the aim of this is to explore whether the practicum experiences of pre-service teachers (PSTs) in biological science education contribute to shaping and developing self-efficacy beliefs. A qualitative approach with documentary research was adopted for this study. The portfolio of nine PSTs along with interview were used as the principal sources of data. The result reveals that during practicum, the biological science education program has contributed to all the four aspects of self-efficacy beliefs, naming, mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states. This study highlights the need for biological science education to offer various circumstances to further self-efficacy beliefs. Vol. 48 (University of Dhaka Centennial Special Issue), June 2022 p.147-165

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Student Teachers’ Attitudes and Perceptions towards Assessment during an Initial Teacher’s Education Programme in Cameroon

Abstract: This study investigated the attitudes and perceptions of student teachers towards assessment as they completed their teacher education training programme in a government teacher training college. Data were collected from 52 final year (end-of-

Cited by 2 publications

References 20 publications

Exploring Students’ Self-Assessment to Increase Learning Outcomes in Teachers’ Training Colleges in Cameroon

Exploring Students’ Self-Assessment to Increase Learning Outcomes in Teachers’ Training Colleges in Cameroon

Exploring self-efficacy beliefs of Pre-Service Teachers: An evidence from biological science education program in Bangladesh

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