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All Journal Studies in Learning and Teaching Jounal of Education and Teaching (JET)
Udeme Samuel Jacob
Senior Postdoctoral Research Fellow, South African Research Chair: Education and Care in Childhood, Faculty of Education, University of Johannesburg, South Africa
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An Exploration of Curriculum Adequacy for Pre-Service Teachers of Learners With Special Needs Udeme Samuel Jacob; Jace Pillay; Jeffrey Ifeanyichukwu Chisunum
Studies in Learning and Teaching Vol. 5 No. 2 (2024): August
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i2.376

Abstract

This qualitative research utilised a phenomenological research design to explore the adequacy of the curriculum for pre-service teachers in preparing them to teach learners with special needs. The research involved purposive sampling of eight participants enrolled in a Professional Diploma in Education (PDE) program at a government-funded university in South-South, Nigeria. Data was collected through semi-structured interviews and thematically analysed using ATLAS.ti qualitative software. The research established trustworthiness through rigorous methodological approaches and ethical considerations. The research results indicated that the curriculum was suitable for pre-service teachers but unsuitable for students with special needs. It was discovered that the curriculum failed to adequately accommodate students with special needs, necessitating the need for changes to curriculum content, instructional materials, and delivery methods. Additionally, the research emphasised the lack of specific instructional programs designed to equip educators with the necessary skills and knowledge to effectively teach students with disabilities, suggesting a potential deficiency in teacher training. The findings of this research offer valuable insights that can inform the development and reform of curricula. These insights highlight the importance of consistently modifying and adapting curricula to address the changing educational demands, with a particular focus on special needs education.
Pola Interaksi Dosen-Mahasiswa dan Keterlibatan Akademik: Dinamika Universitas Adesegun Olayide Odutayo; Udeme Samuel Jacob; Oluwaseyi Aina Gbolade Opesemowo; Habeeb Omoponle Adewuyi
Journal of Education and Teaching (JET) Vol 5 No 3 (2024): September 2024
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v5i3.427

Abstract

Interactions within the classroom are essential since a conducive learning atmosphere is necessary. This study explored the relationship between lecturer-teacher interactions and learning effectiveness at universities. The survey design used in this study was correlational research design. The participants in this study were selected from universities in Kwara State. Using multi-stage sampling approaches, 350 student-teachers participated in the study. Proformas and a questionnaire designed by the researchers titled “Teacher-Student Interaction Questionnaire” were utilized to gather data. A split-half approach was utilized to determine the questionnaire’s reliability, and the gathered data was analyzed using Cronbach Alpha, which has a reliability coefficient of 0.78.Mean was used to answer the research questions, and the PPMC and t-test at the 0.05 significant level were used to test the hypotheses. According to the study’s findings, lecturer-teacher interactions in universities in Ilorin are not often vertical, antagonistic, authoritarian, or laissez-faire. This study also reported that most respondents had above-average academic engagement levels in Ilorin. The researchers recommended that lecturers prioritise building positive relationships with their students. Establishing trusting, supporting relationships with their students fosters open communication and a sense of trust that increases student engagement and motivation, which is why lecturers should prioritise developing these relationships.
Co-Authors Adesegun Olayide Odutayo Habeeb Omoponle Adewuyi Jace Pillay Jeffrey Ifeanyichukwu Chisunum Oluwaseyi Aina Gbolade Opesemowo