Thadei filipatali (11 risultati)

Condizione: New.

Condizione: New.

Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering.

Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - Seminar paper from the year 2013 in the subject Pedagogy - Pedagogic Psychology, grade: B+, University of Dar es Salaam (SCHOOL OF EDUCATON), course: MASTER OF SCIENCE (SCIENCE EDUCATION), language: English, abstract: In this paper the concept of teacher development is well examined, and theories pertaining to it are also linked to. There are some important terms that need clarification and defining before the concept is explored in deep. The reasons why some terms are worth clarifying is the need for shared understanding. The absence of shared (common) understanding threatens construct validity, and difficulty in identifying teacher development process.Development is a process that involves change from a primitive state to a more advanced one. The United Nations Development Programme uses a more detailed definition and according to them development is to lead long and healthy lives, to be knowledgeable, to have access to the resources needed for a decent standard of living and to be able to participate in the life of the community. Human development can be viewed as freeing people from obstacles that affect their ability to develop their own lives and communities. Development is about empowerment, it is about people taking control of their own lives, expressing their own demands and finding their own solutions to their problemsTeacher development is a process whereby teachers' professionality and/or professionalism may be considered to be enhanced (Evans, 2002). This is to say that the process of teacher development is about both the status and attitude towards the profession. Professionalism is about the status of the profession and in this regard it is about developing teachers' status professionally. Professionality is about the attitude towards the profession and in this regard it is about developing positive attitude towards it. Evans (2002) asserts that teacher development process may enhance the status of the profession as a whole and improve teachers' knowledge, skills, and practice. A profession refers to an occupation that requires specialised education, knowledge, training and ethics whose members earn their living from what they do and are expected to meet and maintain common standards (WiseGeek, 2012). Generally a profession is an occupation, vocation and/or high status career usually involving prolonged academic training, formal qualification and/or membership of a profession or regulatory body. …

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware 20 pp. Englisch.

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Seminar paper from the year 2013 in the subject Pedagogy - Pedagogic Psychology, grade: B+, University of Dar es Salaam (SCHOOL OF EDUCATON), course: MASTER OF SCIENCE (SCIENCE EDUCATION), language: English, abstract: In this paper the concept of teacher development is well examined, and theories pertaining to it are also linked to. There are some important terms that need clarification and defining before the concept is explored in deep. The reasons why some terms are worth clarifying is the need for shared understanding. The absence of shared (common) understanding threatens construct validity, and difficulty in identifying teacher development process.Development is a process that involves change from a primitive state to a more advanced one. The United Nations Development Programme uses a more detailed definition and according to them development is to lead long and healthy lives, to be knowledgeable, to have access to the resources needed for a decent standard of living and to be able to participate in the life of the community. Human development can be viewed as freeing people from obstacles that affect their ability to develop their own lives and communities. Development is about empowerment, it is about people taking control of their own lives, expressing their own demands and finding their own solutions to their problemsTeacher development is a process whereby teachers' professionality and/or professionalism may be considered to be enhanced (Evans, 2002). This is to say that the process of teacher development is about both the status and attitude towards the profession. Professionalism is about the status of the profession and in this regard it is about developing teachers' status professionally. Professionality is about the attitude towards the profession and in this regard it is about developing positive attitude towards it. Evans (2002) asserts that teacher development process may enhance the status of the profession as a whole and improve teachers' knowledge, skills, and practice. A profession refers to an occupation that requires specialised education, knowledge, training and ethics whose members earn their living from what they do and are expected to meet and maintain common standards (WiseGeek, 2012). Generally a profession is an occupation, vocation and/or high status career usually involving prolonged academic training, formal qualification and/or membership of a profession or regulatory body. 20 pp. Englisch. …

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Master's Thesis from the year 2013 in the subject Pedagogy - The Teacher, Educational Leadership, grade: A, , course: MASTER OF SCIENCE (SCIENCE EDUCATION), language: English, abstract: The purpose of this study was to evaluate professional development initiatives for science tutors in diploma teacher colleges in Tanzania. Three objectives guided the study. The first objective was to examine the resources available and used in the implementation of professional development initiatives, the second was to explore the appropriateness of approaches used in professional development to science tutors and the third one was to determine the way science tutors are able to apply knowledge gained during professional development in their real working situation. The study largely employed qualitative approach as well as some elements of quantitative research approach. The study employed embedded mixed method design whereby 52 science tutors were selected through simple random technique and 15 former science student-teachers and four teacher colleges were selected through purposive sampling procedures. The sample had 67 participants.Data gathered in this study were analyzed quantitatively using the Statistical Package for Social Sciences (SPSS) version 16. Descriptive statistics was used in data analysis. Qualitative data were analyzed using content analysis. The findings revealed that science tutors claimed that seminars and workshops were the main approaches that were used during professional development activities .The result also raveled that institutions(teacher colleges) did not ensure the availability of facilities and materials for effective professional development.It was reveled that science tutors were not able to explore well their local environment in science teaching and there was a positive relationship between student performance and professional development to science tutors. From the findings it was concluded that: PDIs appear to have effects on different aspects in science teaching although the effect on subject content is relatively low due to shortage of science teaching and learning facilities.The study recommends among other things that; there should be a follow-up mechanism by both the ministry of education and vocational training and teacher colleges in particular for all in-service trainings offered to science tutors so as to track on the success and difficulties encountered in the course of PD trainings implementation.Further ,it is recommended that the ministry of education and vocational training should make sure that science tutors professional development must be thought of as a long term process. 124 pp. Englisch.…

Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Research Paper (postgraduate) from the year 2025 in the subject Psychology - Intelligence and Learning Psychology, grade: B, , language: English, abstract: It is obvious that most of student teachers in colleges are at the age of adolescence. This time is encompassed with a lot of challenges. Individuals' academic success is attributed to diverse factors that need attention among stakeholders in particular tutors to make student teachers' development in a holistic manner. According to Annabel (2022) the application of community model in counselling need a thorough investigation of the problem prevailing among individuals in a certain community that can be addressed in such a way that community members can benefit at large. A total of 175 participants were involved as a sample for the study. These student teachers were in second year and third year of their studies.In this case questionnaire, Focus Group Discussion (FGD) and interviews were used to capture data from student teachers that need psychological and counselling intervention. Delving into the study findings demonstrated that main issues that need psychological and counselling intervention include: Love affairs, family problems, failure in academic matters, diseases and financial problems. Further findings unveiled that love related matters outshine others as 57.1% of the participants mentioned it as one of the factor that triggers their wellbeing while at the college. The study concludes that teacher colleges should strengthen departments relating to guidance and counselling so that services can be more appealing and engaging. 20 pp. Englisch.…

Taschenbuch. Condizione: Neu. Beyond academic. Navigating Issues that Need Intervention Through Counseling in Teacher Colleges in Tanzania | Thadei Filipatali (u. a.) | Taschenbuch | Englisch | 2025 | GRIN Verlag | EAN 9783389119587 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu Print on Demand. …

Taschenbuch. Condizione: Neu. Learning Theories. Their Influence on Teaching Methods | Thadei Filipatali | Taschenbuch | 20 S. | Englisch | 2015 | GRIN Verlag | EAN 9783656911081 | Verantwortliche Person für die EU: GRIN Publishing GmbH, Waltherstr. 23, 80337 München, info[at]grin[dot]com | Anbieter: preigu Print on Demand.…

Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Master's Thesis from the year 2013 in the subject Pedagogy - The Teacher, Educational Leadership, grade: A, , course: MASTER OF SCIENCE (SCIENCE EDUCATION), language: English, abstract: The purpose of this study was to evaluate professional development initiatives for science tutors in diploma teacher colleges in Tanzania. Three objectives guided the study. The first objective was to examine the resources available and used in the implementation of professional development initiatives, the second was to explore the appropriateness of approaches used in professional development to science tutors and the third one was to determine the way science tutors are able to apply knowledge gained during professional development in their real working situation. The study largely employed qualitative approach as well as some elements of quantitative research approach. The study employed embedded mixed method design whereby 52 science tutors were selected through simple random technique and 15 former science student-teachers and four teacher colleges were selected through purposive sampling procedures. The sample had 67 participants.Data gathered in this study were analyzed quantitatively using the Statistical Package for Social Sciences (SPSS) version 16. Descriptive statistics was used in data analysis. Qualitative data were analyzed using content analysis. The findings revealed that science tutors claimed that seminars and workshops were the main approaches that were used during professional development activities .The result also raveled that institutions(teacher colleges) did not ensure the availability of facilities and materials for effective professional development.It was reveled that science tutors were not able to explore well their local environment in science teaching and there was a positive relationship between student performance and professional development to science tutors. From the findings it was concluded that: PDIs appear to have effects on different aspects in science teaching although the effect on subject content is relatively low due to shortage of science teaching and learning facilities.The study recommends among other things that; there should be a follow-up mechanism by both the ministry of education and vocational training and teacher colleges in particular for all in-service trainings offered to science tutors so as to track on the success and difficulties encountered in the course of PD trainings implementation.Further ,it is recommended that the ministry of education and vocational training should make sure that science tutors professional development must be thought of as a long term process.…