item: #1 of 29 id: tetfle-13 author: Beckman, Johan; Aluko, Ruth title: Issues and Challenges in Education in Africa: : The Need for a 'New' Teacher date: 2020-12-10 words: 51915 flesch: 54 summary: This paper investigates the effectiveness of the mentoring strategy in the supervision of teacher education student teachers in open and distance learning. STATEMENT OF THE PROBLEM The supervision of teacher education students engaged in teaching practice through distance education has provided logistical problems to many institutions. keywords: africa deta; africa teachers; aids; aids education; blackboard; change; children; class; cluster; data; deta deta; development; distance education; ed teachers; education; education education; education sector; education students; following; ghana; hiv; information; knowledge; learners; learning; lecturers; management; meetings; mentoring; mentors; national; needs; new; nigeria; people; practice; professional; programme; pupils; research; schools; skills; student teachers; students; study; support; system; table; teacher education; teacher training; teachers; teaching; technology; training; university; use; values cache: tetfle-13.pdf plain text: tetfle-13.txt item: #2 of 29 id: tetfle-14 author: Aluko, Dr Ruth; Januario, Dr Francisco title: DETA Conference Proceedings 2011:: Ensuring the Highest Possible Quality of Education in a Changing Africa date: 2020-12-10 words: 63603 flesch: 50 summary: Example 1: A pedagogic episode from Learners and learning Shulman (2004:207) advocates the uses of cases as one way of representing knowledge to teacher education students. Distance education students are given support by means of facilitation, peer interaction and support and the supplied materials (Garrison and Baynton, 1987). keywords: activities; africa; africa deta; areas; assessment; attrition; change; classroom; communication; contact; content; course; data; development; diffi; distance education; distance learning; distance students; distance teacher; education programme; education students; educational; english; environment; evaluation; experience; facilitation; facilitators; female; gender; knowledge; language; language learning; language teachers; learners; learning programmes; learning support; level; material; need; new; participants; process; programmes; quality; research; rural; scholars; school; science education; science teachers; science words; sessions; studies; study; support; teacher education; teacher training; teachers; teaching; terms; time; training; tutors; understanding; university; use; words cache: tetfle-14.pdf plain text: tetfle-14.txt item: #3 of 29 id: tetfle-3709 author: Chinengundu, Tawanda; Hondonga, Jerald; Mhazo, Founders title: Teaching Practicum Assessment Procedures Adopted by Primary Teachers’ Colleges during COVID-19 pandemic era in Zimbabwe date: 2022-05-30 words: 7421 flesch: 36 summary: This requires from colleges to work closely with schools in the supervision and assessment of teacher trainees on TP.The COVID-19 pandemic disrupted not only the continuity ofTP assessment activities but also college lecturers’ support to students on TP; hence this study sought to find out how teacher training colleges managed to assess students during the pandemic. Table 6 shows that nine respondents (81.8%) thought that teacher training colleges were actually trying to create virtual environments forTP assessments;however, therewas noclear indication of the implementation of a particular method. keywords: assessment; colleges; covid-19; education; learning; online; pandemic; practicum; school; teacher; teacher trainees; teaching; trainees; training; work; zimbabwe cache: tetfle-3709.pdf plain text: tetfle-3709.txt item: #4 of 29 id: tetfle-3713 author: Antunes, Jean; Farooq, Mariam title: Reimagining Online and Blended Provision of English for Academic Purposes: Practices and Reflections from a Distributed Network in East Africa date: 2022-05-30 words: 7429 flesch: 45 summary: Regarding the delivery of online EAP courses, team discussions would be conducted to find the best time of the year for them to be offered. Online courses such as ‘Introduction to Academic Reading’, ‘Introduction to Academic Writing’, ‘Introduction to Academic Speaking’ and ‘Language Accuracy in Writing’, were offered regularly to students across all campuses, including to students from East Africa. keywords: academic; courses; eap; education; english; learning; online; practices; students; teachers; teaching; university; work cache: tetfle-3713.pdf plain text: tetfle-3713.txt item: #5 of 29 id: tetfle-3716 author: Nyaruwata, Leonorah title: Teacher Development During and Beyond COVID-19: Perspectives from Zimbabwe date: 2022-05-30 words: 5901 flesch: 40 summary: It is recommended that technology infrastructure in Zimbabwe be upgraded to allow teacher educators, practising teachers and student teachers easy access to the internet, while also training them in ICT skills and knowledge. According to the ZINTEC stipulations, student teachers were allocated a class under their sole responsibility with the school’s head or deputy head playing a mentoring role (Kanyongo, 2005). keywords: covid-19; distance; education; educators; knowledge; learning; need; online; skills; study; teachers; teaching; technology cache: tetfle-3716.pdf plain text: tetfle-3716.txt item: #6 of 29 id: tetfle-4109 author: Omidire, Margaret Funke; Maroga, Manyaku J. title: E-learning for student support, inclusion and equity in diverse post-pandemic teaching contexts date: 2022-05-30 words: 5380 flesch: 37 summary: 4_Omidire & Maroga_TETFLE_TEMPLATE_14_07_2022 E-learning for student support, inclusion and equity in diverse post-pandemic teaching contexts Vol 3, 2022 CONTACT: 2 3TETFLE - Official publication of the Unit for Distance Education, Vol 3, 2022 ISSN 2788-6298 E-learning for student support, inclusion and equity in diverse post-pandemic teaching contexts Margaret Funke Omidire University of Pretoria ORCID Identifier: http://orcid.org/0000-0002-5784-7734 Email: funke.omidire@up.ac.za Manyaku Maroga University of Pretoria Email: jaqouline.maroga@up.ac.za DOI: 10.35293/tetfle.v3i1.4109 Official publication of the Unit for Distance Education Faculty of Education University of Pretoria Web address: https://upjournals.up.ac.za/index.php/tetfle Email address: tetflemanager@up.ac.za 4 CONTACT: keywords: access; affordances; challenges; distance; education; educator; learning; specialist; students; support; teaching; technology; training cache: tetfle-4109.pdf plain text: tetfle-4109.txt item: #7 of 29 id: tetfle-4123 author: Aitokhuehi, Oyeyemi Ololade title: How well are student teachers prepared for e-learning and teaching? A case study from the University of Lagos date: 2022-05-30 words: 6711 flesch: 48 summary: For online learning classes to become operational, the teacher has to set optimal class sizes for online teaching, design online course materials using multiple strategies, make teaching more attractive to the student, and build an engaging experience (use pop-up questions, etc.). Private schools, especially the 6 high-fee and middle-fee paying ones, were for example, able to adopt online learning. keywords: covid-19; education; lagos; learning; online; presence; social; students; study; teaching; university cache: tetfle-4123.pdf plain text: tetfle-4123.txt item: #8 of 29 id: tetfle-4150 author: Makoe, Mpine; Mays, Tony title: Reimagining African teacher education through distance education for a post-pandemic future date: 2022-05-30 words: 2119 flesch: 45 summary: To conclude, the editors of this special issue of Teacher Education through Flexible Learning in Africa (TETFLE) would like to thank the following colleagues who assisted with the review process and contributed to the community of practice in this way: Dr Tony Lelliott Dr Ephraim Mhlanga Dr Fatimah Akinrinade Prof. Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field. keywords: distance; education; learning; pandemic; teaching cache: tetfle-4150.pdf plain text: tetfle-4150.txt item: #9 of 29 id: tetfle-4151 author: Mays, Tony John title: Technology-Enabled Learning: Policy, Pedagogy and Practice Sanjaya Mishra and Santosh Panda (Eds.): TEL: Policy, Pedagogy, Practice date: 2022-05-30 words: 2282 flesch: 42 summary: She observes that COL’s Digital Education Leadership Training in Action (C-DELTA) programme, which is the focus of the entire book, aims to develop: • participants’ digital literacy, knowledge of digital education; and • ability to lead and implement digital education initiatives in their various contexts. Following an action research approach, the author notes the need for teachers first to develop digital literacy, then to successfully integrate this digital literacy into their own practice, and then to provide digital education leadership for others. keywords: chapter; education; learning; policy; practice; technology; tel cache: tetfle-4151.pdf plain text: tetfle-4151.txt item: #10 of 29 id: tetfle-4171 author: Charamba, Erasmos title: Emerging pedagogies in Higher Education: Cutting through ‘either-or’ binaries with a heteroglossic plurilingual lens date: 2022-05-30 words: 6898 flesch: 39 summary: The current study examined – from a Social Development Theory perspective (Vygotsky, 1978;1980) and by using the Funds of Knowledge theory – the learning of multilingual teacher education students in a science course at a university in Zimbabwe. possible to approach these resources as mediating means,having both affordances and constraints for multilingual science students (Barakos & Selleck, 2019). keywords: academic; distance; education; english; knowledge; language; learning; practices; science; students; study; teacher; translanguaging; use cache: tetfle-4171.pdf plain text: tetfle-4171.txt item: #11 of 29 id: tetfle-61 author: Aluko, Folake Ruth; Nzabalirwa, Wenceslas title: Editorial date: 2021-05-07 words: 2092 flesch: 46 summary: Country report Kisalama and Kibedi (2019) report on how video-based self-reflection and college- based mentorship system has been used to strengthen the adoption of learner-centred pedagogies in teacher education in Uganda. TEACHER EDUCATION THROUGH FLEXIBLE LEARNING References Banja. keywords: 2019; africa; development; education; learning; teacher cache: tetfle-61.pdf plain text: tetfle-61.txt item: #12 of 29 id: tetfle-62 author: Banja, Madalitso Khulupirika title: The perceptions of teachers and heads of department on the roles of a formal mentor in a Zambian Secondary School date: 2021-05-07 words: 6111 flesch: 50 summary: Teacher Mentors: A Review of the Literature. This raises issues of common perceptions of mentor roles. keywords: education; hods; mentor; mentoring; nqts; perceptions; roles; teachers; teaching; understanding; work cache: tetfle-62.pdf plain text: tetfle-62.txt item: #13 of 29 id: tetfle-63 author: du Preez, Hannelie; Hannaway, Donna; Joubert, Ina; Masola, Francinah title: Reaching out with rugby role models to inspire literacy in young children: Informing hybrid pedagogy date: 2021-05-07 words: 5639 flesch: 45 summary: According to Eley and Krik (2002), Hellison (2011) and Laker (2000), it is through interactions with sports role models that young children develop a sense of morality and pro-social behaviour, and internalise norms and values that inspire them to consider some acts as forbidden or undesirable and others as highly commendable. Illustration 1: Sports role models reading to and discoursing with the Grade 3 children Illustration 2: Sports role models teaching scrumming to the Grade 3 children keywords: behaviour; children; education; learning; models; participants; role; role models cache: tetfle-63.pdf plain text: tetfle-63.txt item: #14 of 29 id: tetfle-64 author: Florence, Kisirkoi; Kadenyi, Misia Anne; Kariuki, Michael title: Reconstructing Kenya’s Educational Philosophy to steer attainment of the Sustainable Development Goals and Kenya’s Vision 2030 Plan date: 2021-05-07 words: 5350 flesch: 44 summary: The conservative philosophy of education is concerned with African traditional values and traditional social ethics in TEACHER EDUCATION THROUGH FLEXIBLE LEARNING the area of education. Writing on Philosophy of Education as a theoretical framework, Wainaina (2006, p. 133) defines ‘Philosophy of education’ as ‘a general principle, a theoretical framework, which is expected to guide and inform educational practices’. keywords: development; dewey; education; goals; kenya; philosophers; philosophy; public; vision cache: tetfle-64.pdf plain text: tetfle-64.txt item: #15 of 29 id: tetfle-65 author: Ndiku, Judah title: Teacher Empowerment Strategies for Conflict Transformation and Peace Building in Kenya date: 2021-05-07 words: 7122 flesch: 52 summary: Open spaces were provided for the respondents to comment freely on any other issues related to the study which were TEACHER EDUCATION THROUGH FLEXIBLE LEARNING not covered in the closed section. TEACHER EDUCATION THROUGH FLEXIBLE LEARNING Another education officer observed that teacher empowerment through training was the only way to change the society in Mt. Elgon region. keywords: conflict; conflict transformation; curriculum; education; holders; implementation; kenya; life; need; peace; peace education; schools; skills; teachers; training; transformation cache: tetfle-65.pdf plain text: tetfle-65.txt item: #16 of 29 id: tetfle-66 author: Niyibizi, Epimaque; Sibomana, Emmanuel; Uwizeyemariya, Aloysie; Ntabajyana, Sylvestre; Niyomugabo, Cyprien title: From an African Oral Tale to an English Picture Book: Rwandan Teachers’ Experience with Online Translation of South African Institute of Distance Education’s African Storybooks date: 2021-05-07 words: 8183 flesch: 47 summary: The salient experience reported by participants, after translating some folktales from English into Kinyarwanda, is that English story levels are not equivalent to Kinyarwanda translated story levels due to clusters. The opportunity for such characteristics of Kinyarwanda language is that different meanings, and moral lessons are conveyed in single words. keywords: african; children; education; english; folktales; kinyarwanda; languages; oral; picture; reading; stories; storybook; translation; words cache: tetfle-66.pdf plain text: tetfle-66.txt item: #17 of 29 id: tetfle-67 author: Ocansey, Sylvia Kabumle; Gyimah, Prof. Emmanuel Kofi title: Guidance and Counselling for Pupils with Special Educational Needs in Accra, Ghana: Implications for Inclusive Education date: 2021-05-07 words: 6534 flesch: 46 summary: The educational reform sought primarily to contest discrimination against special needs pupils (Gyimah, Sugden & Pearson, 2009) while promoting their attainment (Kalambouka, Farrell, Dyson, & Kaplan, 2007), increasing access to, and participation in education (Walton et al., 2009). The S. OCANSEY AND E. GYIMAH introduction of inclusive education ensured the mainstreaming of special needs pupils to facilitate their overall advancement. keywords: counselling; education; ghana; guidance; learning; needs; pupils; school; services; study; teachers cache: tetfle-67.pdf plain text: tetfle-67.txt item: #18 of 29 id: tetfle-68 author: Sibomana, Emmanuel title: Learning activities in the University of Rwanda’s distance teacher education materials: Some lessons for designers date: 2021-05-07 words: 8323 flesch: 56 summary: So in addition to helping them to understand what is expected of them as learners, teacher education materials are supposed to help them understand their role as teachers. What role do learning activities play in UR-CE DE materials for teachers of English? keywords: activities; approach; distance; education; learners; learning; materials; module; questions; teacher; teaching cache: tetfle-68.pdf plain text: tetfle-68.txt item: #19 of 29 id: tetfle-69 author: Wambua, Rebecca Mwikali; Gakuu, Christopher; Kidombo, Harriet; Ndege, Speranza title: Learner support system and academic performance of distance learning students in selected Kenyan public universities date: 2021-05-07 words: 4814 flesch: 45 summary: The objective of this study was to determine the influence of learner support systems on the academic performance of distance learning students in selected Kenyan public universities. Keywords: Distance learning, learner support system, academic performance TEACHER EDUCATION THROUGH FLEXIBLE LEARNING Introduction Distance learning is a mode of study globally accepted as a tool for enhancing access, equity and quality in education (Muchiri, 2012; Wambugu 2012; Aluko, 2007). keywords: academic; distance; education; learner; learning; performance; students; study; support; universities cache: tetfle-69.pdf plain text: tetfle-69.txt item: #20 of 29 id: tetfle-70 author: Kisalama, Robert; Kibedi, Abdul-Majid title: Strengthening the Adoption of Learner-Centred Pedagogies in Teacher Education in Uganda through Video-Based Self Reflection & College-Based Mentorship System date: 2021-05-07 words: 2807 flesch: 43 summary: Whereas teacher trainers demand that teacher-trainees apply learner-centred methods during their school placements, most of the lessons conducted in teacher training colleges by the teacher trainers remain largely teacher-centred (MoES, 2011). Examining the ways in which these teacher educators implemented LCP, the study drew on data generated from class observations, semi-structured interviews with mentor teachers and responses to an online questionnaire of all the teacher trainers who participated in the LCP training. keywords: college; education; mentorship; teacher; trainers; training cache: tetfle-70.pdf plain text: tetfle-70.txt item: #21 of 29 id: tetfle-84 author: Aluko, Dr Folake Ruth ; Mariaye, Dr Hyleen title: DETA CONFERENCE 2015: “The Future We Want”: Teacher Development for the Transformation of Education in Diverse African Contexts date: 2020-12-10 words: 51787 flesch: 43 summary: TEACHER EDUCATION AND DEVELOPMENT IN AFRICA iii DETA The Distance Education and Teachers’ Training in Africa (DETA) Conference strives to provide a platform for educationists in Africa to meet and deliberate on educational issues in Africa. While displaying the merits of ongoing research projects in schools and universities, it also signposts the challenges currently faced by African teacher scholars on the one hand, and institutions of higher learning on the other, in upscaling the quality of academic productions in teacher education. keywords: africa; africa deta; approach; assessment; challenges; classroom; communication; curriculum; design; deta; development; distance education; distance learning; educational; educators; findings; gifted; group; information; issues; journal; knowledge; language; learners; learning; learning process; materials; need; new; ocs; odl; oer; open; pbl; practice; primary; programme; quality; research; resources; review; school; science; science education; science teachers; service; skills; south; south africa; student teachers; students; study; support; teacher development; teacher education; teacher training; teachers; teaching; technology; tessa; training; understanding; university; use; work cache: tetfle-84.pdf plain text: tetfle-84.txt item: #22 of 29 id: tetfle-85 author: Aluko, Folake Ruth; Aitokuhehi, Oyeyemi Ololade title: Editorial date: 2021-05-07 words: 705 flesch: 32 summary: In the fifth research article, Oladele and Adeniyi probed the socio-economic, personal and cultural Factors Influencing Female Enrolment in Science Education Programmes in Distance Learning Institutions in South-West, Nigeria. i Editorial – Volume 2, Special Edition ISSN: 2788-6298 DOI: https://doi.org/10.35293/tetfle.v2i1.85 Editor Folake Ruth Aluko University of Pretoria, South Africa Associate Editor Oyeyemi Ololade Aitokuhehi University of Lagos, Nigeria This special issue of TETFLE (volume 2) focuses on the theme of the 2019 DETA conference, The Education of the African Learner in an Era of Crises: Imperatives for Teacher Education, hosted by the University of Pretoria, South Africa, the South African Institute for Distance Education in conjunction with the University of Lagos, Nigeria. keywords: education; nigeria; teachers cache: tetfle-85.pdf plain text: tetfle-85.txt item: #23 of 29 id: tetfle-86 author: Akinrinola, Fatimah; Ogegbo; Emmanuel; Adewusi title: Competency-Based Education in Africa: Exploring Teachers’ Perceptions, Understanding, and Practices date: 2021-05-07 words: 7554 flesch: 48 summary: Keywords: competencies, competency-based education, competency-based strategies, competency-based assessment, 21st century skills Teacher Education Through Flexible Learning in Africa Volume 2, 2020 CONTACT: This shift has Teacher Education Through Flexible Learning in Africa Volume 2, 2020 CONTACT: keywords: africa; assessment; cbe; competency; countries; education; international; learners; learning; skills; teachers; teaching; work cache: tetfle-86.pdf plain text: tetfle-86.txt item: #24 of 29 id: tetfle-87 author: Babalola, Samuel O title: A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria date: 2021-05-07 words: 6574 flesch: 46 summary: Furthermore, the provision of technological resources to cater for learners needs and stimulate their learning capabilities coupled with adequate infrastructural provision in the school are indispensable to effective teaching and learning for 21st Century skills development. What are the existing infrastructural provisions in Nigerian secondary school classrooms that can aid teaching-learning for 21st Century skills development? keywords: century; classroom; development; education; learning; professional; schools; skills; students; teachers; teaching cache: tetfle-87.pdf plain text: tetfle-87.txt item: #25 of 29 id: tetfle-88 author: Bakare, Tewo V title: Level of Incorporation of Environmental Awareness into Skill Acquisition Programmes in Lagos, Nigeria date: 2021-05-07 words: 7923 flesch: 44 summary: In Summary, the level of awareness of the effect of respondents’ behaviour on the environment was rather low as many did not learn environmental skills from their training. It will positively contribute to the practice of environmental adult education. keywords: acquisition; adult; awareness; bakare; education; environmental; facilitators; international; learning; pollution; practices; skill; teacher; training; work cache: tetfle-88.pdf plain text: tetfle-88.txt item: #26 of 29 id: tetfle-89 author: Ememe, P. I. title: Open Distance Learning: An Alternative Strategy for Rural Teachers’ Professional Development in Lagos State, Nigeria date: 2021-05-07 words: 7680 flesch: 43 summary: Professional development programmes available to teachers in the rural areas were, determined, and the level of participation and factors that impede participation by rural teachers ascertained. Rethinking continuing professional teacher development Within the Open Distance Learning Framework. keywords: areas; development; development programmes; education; learning; odl; professional; programmes; rural; study; teachers; training cache: tetfle-89.pdf plain text: tetfle-89.txt item: #27 of 29 id: tetfle-90 author: Oluwasayo, Oladele Esther; Olawumi, Adeniyi Comfort title: Factors Influencing Female Enrolment in Science Education Programmes in Distance Learning Institutions in South-West, Nigeria date: 2021-05-07 words: 4710 flesch: 51 summary: Results and Discussion Analysis of Respondents based on the Research Questions: Research Question 1: What socioeconomic factors influence the enrolment of female learners into Science Education programmes? Also, the sums of percentages for strongly agree and agree were greater than 50% for all variables identified in table 1 except for item 4 which indicate that Socioeconomic factors, influence enrolment of female learners into Science Education programmes. keywords: distance; education; enrolment; factors; female; learning; programmes; science cache: tetfle-90.pdf plain text: tetfle-90.txt item: #28 of 29 id: tetfle-91 author: Ahimie, B; Ikuburuju-Orola, A; Oizimende, P title: Professional Guidance and Counselling Services for Open and Distance Learning Students in Nigeria date: 2021-05-07 words: 7559 flesch: 47 summary: This could be attributed to the peculiar nature of the distance learning programme where physical contact between lecturers and students is not common or regular and as such is not an environment which allows ODL students the physical opportunity to access counselling services. Creating an effective learning environment through inclusion of all counselling services in the ODL institutions in Nigeria, will not only motivate ODL students to have increased motivation for learning, but it will also check attrition rates in ODL institutions and encourage students to have access to and utilize all counselling services in their institutions whenever challenges arise in their family or workplace to threaten the completion of their studies. keywords: 2020; career; counselling; distance; education; guidance; information; international; learning; odl; school; services; students; university; work cache: tetfle-91.pdf plain text: tetfle-91.txt item: #29 of 29 id: tetfle-92 author: Omidire, Margaret Funke title: Derived Knowledge and Lived Experiences of Teachers Working in Resource-Constrained Multilingual Classrooms date: 2021-05-07 words: 6762 flesch: 47 summary: About 40% of the participants believed that they had the skills to teach in multilingual classes as a number of them were very much confident about Teacher Education Through Flexible Learning in Africa Volume 2, 2020 CONTACT: Multilingualism offered Teacher Education Through Flexible Learning in Africa Volume 2, 2020 CONTACT: keywords: africa; classes; education; english; language; learners; learning; multilingual; omidire; participants; teachers; teaching cache: tetfle-92.pdf plain text: tetfle-92.txt