American Journal of Educational Research

This study focuses on teaching professionalism with special reference to its feminisation debate. Professionalism and professional development of teachers is an important discussion to unpack perspectives as to its definition in order to understand the entry points of professionalism and its feminisation arguments. Furthermore this research contains a discussion and analysis regarding the factors that influenced in shaping of teaching profession and professional development in Pakistan and the theories behind the present concept of feminisation of teaching professionals in social set-up. There are many hypothesis involved in the creation of teaching professionalism in Pakistan however for the purpose of this study only historical, political, religious and socio-cultural factors of teaching professionalism are evaluated. The study concludes that the British colonised education moulded the professional development of teachers towards English education, religion and socio-culture forces played a pivotal role in its feminisation context while it is the most respectable and desirable profession for women nevertheless last choice for merit-worthy capable people due to lack of standards and credibility of educational provision and low-level of training skills; uneven practices of recruitment and promotions and low salaries packages.

American Journal of Educational Research. 2014, 2(12A), 45-53. DOI: 10.12691/education-2-12A-8
Pub. Date: January 07, 2015

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Assessing Pre-Service Teachers Teaching Anxiety

by Mojeed Kolawole AKINSOLA

Special Issue

This paper focuses on teaching anxiety experienced by pre-service teachers during the period of teaching practices among student teachers in Nigeria. A 23 items questionnaire with a reliability index of r = 0.87 was administered to140 students when they were in 300 and 400 levels. Chi-square test was use to found relationship between student teachers’ teaching anxiety. Result shows that there were significant relationships between 12 of the items. Anxiety was found to be particularly associated with classroom control problems, with being evaluated by supervisors, with forming relationships with students and the subject teachers, and with achieving lesson goals. There was no significant difference between male and female pre-service teachers teaching anxiety. The students were more confident at the second teaching practice and the level of anxiety was lower than at their first teaching practice. The paper concluded that efforts should be made by teacher educator lecturers to allay the possible fears pre-service teachers may be harbouring before the commencement of teaching practice exercise.

American Journal of Educational Research. 2014, 2(12A), 41-44. DOI: 10.12691/education-2-12A-7
Pub. Date: December 30, 2014

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Democratic Values and Democratic Approach in Teaching: A Perspective

by Dipty Subba

Special Issue

This paper introduces the importance of Democratic Values and place the role of teachers in the present democratic world. India is the solitary country in the world where greater importance is attached to the teacher. Schools are places where democratic ideals such as equality, freedom, justice are instilled in individuals. Teachers are the ultimate instruments of change. For democracy to continue to thrive, children must be taught to value it as a way of life. The necessary skills for building democracy do not develop automatically in children. Teaching democracy means preparing children to become citizens who will preserve and shape democracy in the future. Therefore democracy should be a key aspect in every form of education at the earliest age possible. Children should learn about taking responsibility for their action. These educational outcomes are only possible through action. While key concepts of democracy should be understood by children, living and acting in a democratic environment is the only and the best exercise. Schools, institutions, children’s clubs and organizations and even families that respect democratic principles and have real democratic structures function as the best models to help children learn what democracy is about. The qualities like tolerance, acceptance, a wider view, global awareness, reflection and equal justice rests within the teachers to shape the child in all possible ways to face this competitive world of today. Teachers' beliefs, thoughts and decisions on educational matters occupy the major part of the psychological context of teaching process. Teacher educators should democratize their pedagogy so that their trainees learn understandings and skills of democratic practice throughout their training experience. The appropriate balance between critical components skills, knowledge and dispositions, on one hand, and an open, dynamic and critically engaged curriculum, and teaching and learning conceptual framework, on the other hand has not yet been attained.

American Journal of Educational Research. 2014, 2(12A), 37-40. DOI: 10.12691/education-2-12A-6
Pub. Date: December 25, 2014

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Attitude of the Female Teacher-Trainees towards the Existing B.Ed. Syllabus of the University of Burdwan: An Empirical Study

by Amal Kumar Chakrabarty and Dr. Santosh Kumar Behera

Special Issue

Attitude plays an important role in determining the mental inclination of the individuals concerned. In the sphere of teacher education research the attitude constitutes a significant and comprehensive dimension that prompts the researchers to explore their inquisitive outlook on multiple factors pertaining to teacher education program. Considering this perspective the researchers made up their mind to explore the attitude of the secondary female teacher-trainees pursuing their B. Ed. course in the teacher training institutions under The University of Burdwan. The attitude of the female teacher-trainees belonging to Govt. sponsored and private B. Ed. colleges were the target population of the present study. Four of such colleges were selected for attitude survey. An opinionnaire comprising 36 statements were administered to the trainees and their responses were collected. Administering Likert-type scale their opinions were quantified. At last the scores were calculated and t-test was done to know the attitudinal differences between two different types of female teacher-trainees, namely, deputed-fresher, govt.-private etc.

American Journal of Educational Research. 2014, 2(12A), 31-36. DOI: 10.12691/education-2-12A-5
Pub. Date: December 17, 2014

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Effect of Teacher Training Programme on Self-Concept, Self-Confidence, Teaching Competency, and Role Commitment of Special Teacher Trainees

by Dr. Rajendra Prasad

Special Issue

In the present study an attempt has been made to find out Effect of Teacher Training programme on Self-Concept, Self-Confidence, Teaching Competency, and Role Commitment of Special Teacher Trainees. Experimental research method was applied. One group as well as two group pre- and post- tests Quasi experimental research design was followed. The sample consisted All (150) Special Teacher Trainees (117 Orthopedic and 33 Vision disabled special teacher trainees) from Department of Teacher training, Jagadguru Rambhadracharya, Handicapped University, Chitrakoot, Uttar Pradesh, India, were selected purposively. For collection of data, four standardized tools were applied on trainees in group (on orthopedic disabled) as well individually (on vision disabled) for self-concept, self-confidence, and role commitment. Teaching competencies were observed by a group of experts which include researcher, one teacher trainer and one teacher from experimental school to make observation reliable, valid, and scientific. For the analysis and interpretation of the data, both descriptive and inferential modes of treatments were adopted. Analysis of co- variance and t-test were applied for testing the significance of Hypotheses and interpretation of data. The results revealed that although Teacher Training Programme develop positive self- concept among special teacher trainees (as a group), orthopedic and vision disabled special teacher trainees. But this effect is found statistically insignificant. TTP develops self- confidence among special teacher trainees as a group and vision disabled special teacher trainees. But do not develop self- confidence in orthopedic special teacher trainees. TTP develops more teaching competency among orthopedic than vision disabled special teacher trainees. It develops pledge of role commitment among special teacher trainees as a group but individual analysis indicate this programme is not fit for orthopedic and vision disabled trainees in respect to development of role commitment.

American Journal of Educational Research. 2014, 2(12A), 22-30. DOI: 10.12691/education-2-12A-4
Pub. Date: December 17, 2014

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Job Satisfaction of Part-time College Teachers in the District of Hooghly, West Bengal

by Abhijit Dutta, Pranab Barman and Dr. Santosh Kumar Behera

Special Issue

In the present study an attempt has been made by the investigators to study the Level of Job Satisfaction of Part-time College Teachers in the district of Hooghly, West Bengal. The investigators used Descriptive Survey method for the present study. The sample consists of 110 Part-time College Teachers from 6 (six) selected General Degree Colleges which are situated in the district of Hooghly, West Bengal. The Purposive sampling technique has been used for the selection of sample. The investigators have developed a tool namely “Teachers’ Job Satisfaction Scale” by themselves to measure the Level of Job Satisfaction of Part-time College Teachers on the basis of Seven Important Dimensions that are Working Conditions, Salary Status, Understanding between Colleagues, Recognition by Others, Work Load, Availability of Power and Status and Promotion Opportunities. For the analysis of data ‘t’ test has been used in the present study. The overall results indicate that the Level of Job Satisfaction of Part-time College Teachers of the Hooghly District is neither Unsatisfied nor Satisfied i.e. Moderate. And it is also found through the present study that the demographic variables that are Gender, Locality, Stream, Educational Qualification, Teaching Experience and Income have no any significant impact on Job Satisfaction of Part-time College Teachers of the district of Hooghly, West Bengal.

American Journal of Educational Research. 2014, 2(12A), 13-21. DOI: 10.12691/education-2-12A-3
Pub. Date: December 17, 2014

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Current Ethical Issues in Teacher Education: A Critical Analysis on Pre-Service and In-service Emerging Teachers

by Rasmi Ranjan Puhan, Lakshmipriya Malla and Santosh Kumar Behera

Special Issue

The paper intends to examine the current professional ethics, its problems and teacher taught relationship in the field of teacher education as well as how they described negotiated relationship boundaries. This study conducted in a B. Ed college under Indra Prasta University that Ram Chandra Institute of Education and Technology and in-service students of Indira Gandhi National Open University (IGNOU), and designed to document examples of ethical dilemmas faced by pre-service and practicing teachers. Also aim to explore pre-service teachers’ perceptions on ethical education and to examine the B. Ed course curriculum for ethics subjects across the one-year and two year degree course. Results highlight a need for teacher training courses to include ethical philosophy subject, at the same time a code of ethics for teaching profession. This re presents a sustainable way to support professional practice and enhance teacher quality, by preparing and equipping teachers with techniques to explore and teach complex ethical issues in the classroom and ultimately it will help the teacher to create a conducive environment within the institution which is needed for best learning.

American Journal of Educational Research. 2014, 2(12A), 1-7. DOI: 10.12691/education-2-12A-1
Pub. Date: December 17, 2014

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Gurur-Brahmaa Gurur-Vissnnur-Gururdevo Maheshvarah I, Gurureva Param Brahma Tasmai Shrii-Gurave Namah II

by Dr. Santosh Kumar Behera

Special Issue

American Journal of Educational Research. 2014, 2(12A), 0-0. DOI: 10.12691/education-2-12A-0
Pub. Date: December 17, 2014

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9782 Views4058 Downloads36 Likes