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Challenges facing teachers during pedagogical practices in history subject in non-formal secondary education in Tanzania
(Universidad Panamericana, Escuela de Pedagogía, 2022)
Michael, Tulia
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Ndijuye, Laurent Gabriel
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Ephraim, Abdon
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This study examined the challenges facing teachers during pedagogical practices in history subject in non-formal secondary education in Kinondoni Municipal Council in Tanzania. The sample used were four teachers. Purposeful sampling was employed whereby qualitative approach with phenomenology design were employed. The interview and observation data collection methods were employed. Results show that there was limited utilization of pedagogical practices in History subject due to various challenges such as the use of English language as a medium of instruction, limited use of instructional strategies, shortage of teaching materials, insufficient of the contents in the teaching materials, lack of lesson preparation, shortage of time of instruction, few use assessment procedures and large class size. The study recommends that teachers should use various interactive instructional strategies, various instructional materials and use of different assessment techniques during instructions.
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The international popularisation of lesson study: early studies and their relevance in later literature
(Universidad Panamericana, Escuela de Pedagogía, 2021-12-31)
Hervas, Gabriel
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
Lesson study (LS) is a teachers’ professional development practice with a Japanese origin that, at present, is practiced in more than 30 countries. Literature on LS acknowledges the works of Stigler and Hiebert and of Yoshida in 1999 as the origin of its internationalization. However, earlier studies described its practice and have mostly remained under the radar of LS previous research. This historical and documentary literature review sheds light on these previous studies describing LS, analyses their bibliometric relevance, and uncovers the first use of «lesson study» as the terminology adopted in the international literature. Results reveal eight studies clearly describing LS before 1999 and more oblique references in the 1980s. «Lesson study» appeared first in 1997, but we make the case for the previous use of other terminology. Findings also show that only those studies written by authors who later became key in the field of LS have received a high number of citations. These results bring attention to LS-related literature that has infrequently been cited, granting it recognition in the international history of LS, and expanding our current view in relation to its practice.
4 87
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Improving teacher development and training
(Universidad Panamericana, 2002)
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Parés Gutiérrez, Isabel
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Villarreal-García, Mónica Adriana
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CLAUDIA FABIOLA ORTEGA BARBA;271602
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Campus Ciudad de México
Professional development is a vital component for ongoing teacher education and it plays a central role on principals and teachers. This development is commited to improve teacher’s instructional methods, their ability to adapt education to meet students needs, and their classrooms management skills; and the need to establish a professional culture that relies on shared beliefs about the importance of teaching and learning and that emphasizes teacher comradeship.
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