top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 29 September 2023

Trainee Teachers Attitudes toward Macro-Teaching: Resource Impact and Mentors Perspectives

Isaac Amoako, Robert Kwadwo Siemoh, Vera Arhin, Ruth Keziah Annan-Brew, Adu Joseph, Kenneth Asamoah-Gyimah

Atebubu College of Education (Ghana), University of Cape Coast (Ghana),

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.06.03.781

Pages: 277-288

Keywords: Macro-teaching, Mentors, School, Trainee-teacher, Resource

Abstract

Macro-teaching is a technique used to prepare trainee teachers for the real classroom setting. This technique enables trainee teachers to experiment and learn relevant teaching skills through interactions with their lead mentors and mentors. This study assessed the attitude of trainee teachers towards macro-teaching from the perspective of lead mentors and mentors. The study also assessed the importance of school resources in macro-teaching exercise. Using a qualitative case study research design, and Braun and Clarke’s inductive thematic analysis approach 194 respondents’ responses were used for analysis. The study findings revealed a positive attitude among trainee teachers toward the macro-teaching exercise. It also revealed that school resources, particularly infrastructure and teaching and learning resources were inadequate and also not available in some public basic schools in the Bono East region. The findings found this to adversely affect trainee teachers’ competency development in the teaching profession. The study recommends that the Ministry of Education through the Ghana Education Service should provide school resources such as staff common rooms and reading materials for basic schools in the municipality to promote quality teaching and learning in schools.

References

  1. Adekunle, M. O. (2000). The role of teaching practice in preparation of social studies teachers. Multi-disciplinary Journal of Education, 2(1), 81 – 71.

  2. Adu-Yeboah, C., & Kwaah, C. Y. (2018). Preparing teacher trainees for field experience: Lessons from the on-campus practical experience in colleges of education in Ghana. Sage Open, 8(4), 1–19. https://dx.doi.org/10.1177/215824401880761

  3. Amankwah, F., Oti-Agyen, P. & Sam, F. K. (2017). Perception of pre-service teachers towards the teaching practice programme in College of Technology Education, University of Education, Winneba. Journal of Education and Practice, 8(4), 13–20.

  4. Benjamin, A. E. W., Sahayarani, J., & Stanly, L. S. (2011). A study on attitude towards teaching profession and achievement in teaching competency of bachelor of education trainees. New Frontiers in Education, 44(3), 250-253. https://dx.doi.org/10.17718/tojde.15072

  5. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://dx.doi.org/10.1191/1478088706qp063oa

  6. Bricout, J. C., Pollio, D. E., Edmond, T., & McBride, A. M. (2008). Macro practice teaching and curriculum development from an evidence-based perspective. Journal of Evidence-Based Social Work, 5(3-4), 597-621. https://dx.doi.org/10.1080/15433710802084334

  7. Fernandez, M. L. (2010). Investigating how and what prospective teachers learn through microteaching lesson study. Teaching and Teacher Education, 26(2), 351-362. https://doi.org/10.1016/j.tate.2009.09.012

  8. Kant, I. (2000). Critique of the Power of Judgment. Cambridge University Press.

  9. Kwatubana, S., & Bosch, M. (2019). The value of teaching practice as perceived by Postgraduate Certificate in Education (PGCE) students. South African Journal of Education, 39(2), https://doi.org/10.15700/saje.v39n2a1512

  10. Makori, A., & Onderi, H. (2014). Examining the teaching and learning resources related challenges facing small and medium-sized public secondary schools in Kenya: A comparative analysis. Unpublished master thesis, Jaramogi Oginga Odinga University.

  11. Marais, P., & Meier, C. (2004). Hear our voices: Student teacher’s experience during practical teaching.  Africa Education Review, 1(1)220–233. https://doi.org/10.1080/18146620408566281

  12. Ministry of Education. (2012). Pre-tertiary teacher professional development and management in  Ghana: Policy framework. Ministry of Education.

  13. Ministry of Education. (2017). National teacher education curriculum framework: The essential elements of initial teacher education. Ministry of Education.

  14. Morris, C. G. & Maisto, A. A. (2005). Psychology: An introduction, (12th ed). Prentice Hall.

  15. Mprah, W., Dwomoh, J. A., Opoku, M. P., Owusu, I., & Ampratwum, J. (2016). Knowledge, attitude and preparedness of teachers towards inclusive education in Ejisu-Juaben municipality in Ashanti region of Ghana. Journal of Disability Management and Special Education, 6(2), 1–15.

  16. Mufidah, N. (2019). The development of pre-service teachers' teaching performance in the teaching practice program at english department of State Islamic University of Antasari Banjarmasin. Dinamika Ilmu, 19(1), 97-114. https://doi.org/10.21093/di.v19i1.1469

  17. Nwanekezi, A. U., Okoli, N. J., & Mezieobi, S. A. (2011). Attitude of student-teachers towards teaching practice in the University of Port Harcourt, River State, Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies, 2(1), 41-46.

  18. https://doi.org/hdl.handle.net/10520/EJC135720

  19. Özonur, M. & Kamışlı, H. (2019). Evaluation of Pre-service Teachers' Views Related to Microteaching Practice. Universal Journal of Educational Research, 7(5), 1226-1233.

  20. https://doi.org/10.13189/ujer.2019.070508

  21. Putnam, R., & Borko, H. (2000). What do views of knowledge and thinking have t about research on teacher learning? Educational Researcher, 21(1), 4-15.

  22. https://doi.org/10.3102/0013189X029001004

  23. Quick, G., & Sieborger, R (2005). What matters in practice teaching? The perception of schools and students. South African Journal of Education, 25(1) 1-4.

  24. Royal‐Dawson, L., & Baird, J. A. (2009). Is teaching experience necessary for reliable scoring of extended english questions?  Educational Measurement: Issues and Practice, 28(2), 2-8.

  25. https://doi.org/10.1111/j.1745-3992.2009.00142.x

  26. Saban, A., & Çoklar, A. N. (2013). Pre-service teachers' opinions about the micro-teaching method in teaching practice classes. Turkish Online Journal of Educational Technology-TOJET, 12(2), 234-240.

  27. Singh, A. K. J., & Harun, R. N. S. R. (2020). Industrial trainees learning experiences of english related tasks at the workplace. Studies in English Language and Education, 7(1), 22-42.

  28. https://doi.org/10.24815/siele.v7i1.16064

  29. Unterhalter, E. (2019). The many meanings of quality education: Politics of targets and  indicators in SDG4. Global Policy, 10(1), 39–51. https://doi.org/10.1111/1758- 5899.12591

  30. World Bank. (2013). Building evidence, shaping policy: Findings of the 2012 Timor-Leste education survey. World Bank.

  31. Yidana, M. B., & Aboagye, G. K. (2018). A phenomenological study of pre-service teachers’ lived experiences of professional development in Ghana. International Journal of Education and Evaluation, 4(7), 61-74.

  32. Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Sage.

bottom of page