Virtual-Teaching Practicum Evaluation and Enhancement of Sustainable-Teaching/Learning

Mboh Jones Nchenepoh; Patrick Kongnyuy

doi:doi:10.11648/j.tecs.20230803.17

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Virtual-Teaching Practicum Evaluation and Enhancement of Sustainable-Teaching/Learning

Mboh Jones Nchenepoh, Patrick Kongnyuy

Published in Teacher Education and Curriculum Studies (Volume 8, Issue 3)

Received: 31 July 2023 Accepted: 25 August 2023 Published: 8 September 2023

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Abstract

The paper aimed at assessing the quality of virtual teaching/learning experiences incorporated in the teaching practicum at the Government Teacher Training Colleges in Cameroon. Teaching practicum is a very important exercise in the initial training of teachers. It has to be rich in context, input and process to ensure that the trainees are well equipped to meet present and future needs of diverse learners and the society by extension. At the same time, it has to be holistic and proactive so as to guarantee an effective teaching/learning even in an advent of physical classroom lockdown imposed by pandemics or social unrest. This can be done by diversifying teaching/learning methods to embrace aspects like e-learning techniques that will solve even the crisis of over-crowded physical classrooms. The study adopted a descriptive survey that anchored on an 11 item closed ended questionnaire for teacher trainers and 11 item closed ended questionnaire for teacher trainees as well as document review. The questionnaire items were adapted in keeping with the Stufflebeam’s Evaluation Model. The questionnaires were pilot tested on 10 respondents each who did not constitute part of the sample. The participants were randomly selected and made up of 200 final year student teachers and 60 teacher trainers. Findings revealed that the teaching practicum at the Government Teacher Training Colleges in Cameroon is effective as it respects regulatory guidelines vis-à-vis the teaching practicum context to a greater extent but there is need to include a module on virtual teaching practicum in the training programme in order to guarantee sustainable Teaching/Learning in schools.

Published in	Teacher Education and Curriculum Studies (Volume 8, Issue 3)
DOI	10.11648/j.tecs.20230803.17
Page(s)	160-167
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Evaluation, Virtual-Teaching, Sustainable-Teaching/Learning

References

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[2]	Cini, A., Funova, A., Kaur, S., Larsen, K. H., Lund, R. W. B., Matar, M., Milosevic, N., Brevik, L. M., Enderwitz, A., Reedy, G., & Wright, S., with Auckermann, N., Mijušković, V., & Reuchamps, M. (2023). Conceptualising and operationalising ‘sustainable education’ (Circle U. Think and Do Tank on the Future of Higher Education Insight Paper). Circle U Open Publishing.
[3]	Criollo-C, S.; AltamiranoSuarez, E.; Jaramillo-Villacís, L.; Vidal-Pacheco, K.; Guerrero-Arias, A.; Luján-Mora, S. Sustainable Teachingand Learning through a MobileApplication: A Case Study. Sustainability 2022, 14, 6663. https://doi.org/10.3390/su14116663
[4]	Endeley, M. N. (2014). Teaching Practice in Cameroon: The Effectiveness of the University of Buea model and implications for quality. Australian Journal of Teacher Education, 39 (11), 147-160.
[5]	Farrel, T. S. (2001). English language teacher socialization during the practicum. Prospect, 16 (1), 49-62.
[6]	Fagbulu, A. M. (1984) Towards appropriate organizational models for teaching practice. In Onibokun, O. M (Ed) The Organization Supervision and Evaluation of Teaching Practice. Ibadan: Evans Brothers (Nig) Publishers Ltd.
[7]	Genevive, A. A. (2021). Digital Literacy and Utilization of ICT Resources for Teaching and Learning amongst Secondary School Teachers in Anambra State, Nigeria: Implications amidst Covid-19 Pandemic, Journal of Education and Practice 12 (21), 61-75.
[8]	Griffin, G (1989). A descriptive study of student teaching. Elementary School Journal, 89, 343-364. http://dx.doi.org/10.1086/461579
[9]	Gujjar, A. A., Naoreen, S. S and Bajwa, M. J (2010). Teaching practice: Problems and Issues in Pakistan, International Online Journal of Education, 2 (2), 339-361.
[10]	Hassan D. A., Ishtiaq H., Muhammad B. H., Syed U. A. G., & Qaiser S. (2011). Effectiveness of the Teacher Training Programmes Offered by Institute of Education & Research, Kohat University of Science & Technology Kohat (KHYBER PUKHTUNKHWA) PAKISTAN. International Journal of Humanities and Social Science, 1 (16), 305-317.
[11]	Komba, C. S. (2013). The Effectiveness of Teaching Practice in Improving Student Teachers’ Teaching Skills in Tanzania. Journal of Education and Practice. 4 (1), 157-164.
[12]	McBrien, L. J., & Jones, P. (2009). Virtual Spaces: Employing a Synchonous Online Classroom to Facilitate Student Engagement in Online Learning. International Review of Research in Open Distance Learning. 10 (3) ISSN: 1492-3831.
[13]	MINESEC (2014). The Official Syllabus for Teacher Training Colleges in Cameroon, Yaounde, Minestry of Seconadry Education
[14]	Nancy, L. (2007). Critical thinking dispositions as an outcome of undergraduate education. The Journal of General Education, 56 (1): 17-33. http://dx.doi.org/10.1353/jge.2007.0011
[15]	Nantinee, S., & Montean, R. (2022). Educational Transformation with Virtual Classroom: Integrated between TTF and Social Motivation. TEM Journal. 11, (1), pages 439-445 DOI: 10.18421/TEM111-56.
[16]	Paivi, V., Paivi, P., & Raine, V. (2014). Adult Pre-Service Teachers Applying 21st Century Skills in the Practice. Anthens Journal of Education 1 (2), 115-130.
[17]	Salawu, O. I, Adeoye, A. F., & Ajadi, O. T. (2008). E-learning and distance education in Nigeria. The Turkish Online Journal of Educational Technology. 7 (4), 61-70.
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APA Style

Mboh Jones Nchenepoh, Patrick Kongnyuy. (2023). Virtual-Teaching Practicum Evaluation and Enhancement of Sustainable-Teaching/Learning. Teacher Education and Curriculum Studies, 8(3), 160-167. https://doi.org/10.11648/j.tecs.20230803.17

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ACS Style

Mboh Jones Nchenepoh; Patrick Kongnyuy. Virtual-Teaching Practicum Evaluation and Enhancement of Sustainable-Teaching/Learning. Teach. Educ. Curric. Stud. 2023, 8(3), 160-167. doi: 10.11648/j.tecs.20230803.17

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AMA Style

Mboh Jones Nchenepoh, Patrick Kongnyuy. Virtual-Teaching Practicum Evaluation and Enhancement of Sustainable-Teaching/Learning. Teach Educ Curric Stud. 2023;8(3):160-167. doi: 10.11648/j.tecs.20230803.17

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@article{10.11648/j.tecs.20230803.17,
  author = {Mboh Jones Nchenepoh and Patrick Kongnyuy},
  title = {Virtual-Teaching Practicum Evaluation and Enhancement of Sustainable-Teaching/Learning},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {3},
  pages = {160-167},
  doi = {10.11648/j.tecs.20230803.17},
  url = {https://doi.org/10.11648/j.tecs.20230803.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230803.17},
  abstract = {The paper aimed at assessing the quality of virtual teaching/learning experiences incorporated in the teaching practicum at the Government Teacher Training Colleges in Cameroon. Teaching practicum is a very important exercise in the initial training of teachers. It has to be rich in context, input and process to ensure that the trainees are well equipped to meet present and future needs of diverse learners and the society by extension. At the same time, it has to be holistic and proactive so as to guarantee an effective teaching/learning even in an advent of physical classroom lockdown imposed by pandemics or social unrest. This can be done by diversifying teaching/learning methods to embrace aspects like e-learning techniques that will solve even the crisis of over-crowded physical classrooms. The study adopted a descriptive survey that anchored on an 11 item closed ended questionnaire for teacher trainers and 11 item closed ended questionnaire for teacher trainees as well as document review. The questionnaire items were adapted in keeping with the Stufflebeam’s Evaluation Model. The questionnaires were pilot tested on 10 respondents each who did not constitute part of the sample. The participants were randomly selected and made up of 200 final year student teachers and 60 teacher trainers. Findings revealed that the teaching practicum at the Government Teacher Training Colleges in Cameroon is effective as it respects regulatory guidelines vis-à-vis the teaching practicum context to a greater extent but there is need to include a module on virtual teaching practicum in the training programme in order to guarantee sustainable Teaching/Learning in schools.},
 year = {2023}
}

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TY  - JOUR
T1  - Virtual-Teaching Practicum Evaluation and Enhancement of Sustainable-Teaching/Learning
AU  - Mboh Jones Nchenepoh
AU  - Patrick Kongnyuy
Y1  - 2023/09/08
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N1  - https://doi.org/10.11648/j.tecs.20230803.17
DO  - 10.11648/j.tecs.20230803.17
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 160
EP  - 167
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230803.17
AB  - The paper aimed at assessing the quality of virtual teaching/learning experiences incorporated in the teaching practicum at the Government Teacher Training Colleges in Cameroon. Teaching practicum is a very important exercise in the initial training of teachers. It has to be rich in context, input and process to ensure that the trainees are well equipped to meet present and future needs of diverse learners and the society by extension. At the same time, it has to be holistic and proactive so as to guarantee an effective teaching/learning even in an advent of physical classroom lockdown imposed by pandemics or social unrest. This can be done by diversifying teaching/learning methods to embrace aspects like e-learning techniques that will solve even the crisis of over-crowded physical classrooms. The study adopted a descriptive survey that anchored on an 11 item closed ended questionnaire for teacher trainers and 11 item closed ended questionnaire for teacher trainees as well as document review. The questionnaire items were adapted in keeping with the Stufflebeam’s Evaluation Model. The questionnaires were pilot tested on 10 respondents each who did not constitute part of the sample. The participants were randomly selected and made up of 200 final year student teachers and 60 teacher trainers. Findings revealed that the teaching practicum at the Government Teacher Training Colleges in Cameroon is effective as it respects regulatory guidelines vis-à-vis the teaching practicum context to a greater extent but there is need to include a module on virtual teaching practicum in the training programme in order to guarantee sustainable Teaching/Learning in schools.
VL  - 8
IS  - 3
ER  -

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Author Information

Mboh Jones Nchenepoh

Department of Education Management and Administration, Foyaguem University Institute, Dschang, Cameroon
Patrick Kongnyuy

Department of Educational Leadership, University of Bamenda, Bamenda, Cameroon

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APA Style

Mboh Jones Nchenepoh, Patrick Kongnyuy. (2023). Virtual-Teaching Practicum Evaluation and Enhancement of Sustainable-Teaching/Learning. Teacher Education and Curriculum Studies, 8(3), 160-167. https://doi.org/10.11648/j.tecs.20230803.17

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ACS Style

Mboh Jones Nchenepoh; Patrick Kongnyuy. Virtual-Teaching Practicum Evaluation and Enhancement of Sustainable-Teaching/Learning. Teach. Educ. Curric. Stud. 2023, 8(3), 160-167. doi: 10.11648/j.tecs.20230803.17

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AMA Style

Mboh Jones Nchenepoh, Patrick Kongnyuy. Virtual-Teaching Practicum Evaluation and Enhancement of Sustainable-Teaching/Learning. Teach Educ Curric Stud. 2023;8(3):160-167. doi: 10.11648/j.tecs.20230803.17

Copy | Download

@article{10.11648/j.tecs.20230803.17,
  author = {Mboh Jones Nchenepoh and Patrick Kongnyuy},
  title = {Virtual-Teaching Practicum Evaluation and Enhancement of Sustainable-Teaching/Learning},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {3},
  pages = {160-167},
  doi = {10.11648/j.tecs.20230803.17},
  url = {https://doi.org/10.11648/j.tecs.20230803.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230803.17},
  abstract = {The paper aimed at assessing the quality of virtual teaching/learning experiences incorporated in the teaching practicum at the Government Teacher Training Colleges in Cameroon. Teaching practicum is a very important exercise in the initial training of teachers. It has to be rich in context, input and process to ensure that the trainees are well equipped to meet present and future needs of diverse learners and the society by extension. At the same time, it has to be holistic and proactive so as to guarantee an effective teaching/learning even in an advent of physical classroom lockdown imposed by pandemics or social unrest. This can be done by diversifying teaching/learning methods to embrace aspects like e-learning techniques that will solve even the crisis of over-crowded physical classrooms. The study adopted a descriptive survey that anchored on an 11 item closed ended questionnaire for teacher trainers and 11 item closed ended questionnaire for teacher trainees as well as document review. The questionnaire items were adapted in keeping with the Stufflebeam’s Evaluation Model. The questionnaires were pilot tested on 10 respondents each who did not constitute part of the sample. The participants were randomly selected and made up of 200 final year student teachers and 60 teacher trainers. Findings revealed that the teaching practicum at the Government Teacher Training Colleges in Cameroon is effective as it respects regulatory guidelines vis-à-vis the teaching practicum context to a greater extent but there is need to include a module on virtual teaching practicum in the training programme in order to guarantee sustainable Teaching/Learning in schools.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Virtual-Teaching Practicum Evaluation and Enhancement of Sustainable-Teaching/Learning
AU  - Mboh Jones Nchenepoh
AU  - Patrick Kongnyuy
Y1  - 2023/09/08
PY  - 2023
N1  - https://doi.org/10.11648/j.tecs.20230803.17
DO  - 10.11648/j.tecs.20230803.17
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 160
EP  - 167
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230803.17
AB  - The paper aimed at assessing the quality of virtual teaching/learning experiences incorporated in the teaching practicum at the Government Teacher Training Colleges in Cameroon. Teaching practicum is a very important exercise in the initial training of teachers. It has to be rich in context, input and process to ensure that the trainees are well equipped to meet present and future needs of diverse learners and the society by extension. At the same time, it has to be holistic and proactive so as to guarantee an effective teaching/learning even in an advent of physical classroom lockdown imposed by pandemics or social unrest. This can be done by diversifying teaching/learning methods to embrace aspects like e-learning techniques that will solve even the crisis of over-crowded physical classrooms. The study adopted a descriptive survey that anchored on an 11 item closed ended questionnaire for teacher trainers and 11 item closed ended questionnaire for teacher trainees as well as document review. The questionnaire items were adapted in keeping with the Stufflebeam’s Evaluation Model. The questionnaires were pilot tested on 10 respondents each who did not constitute part of the sample. The participants were randomly selected and made up of 200 final year student teachers and 60 teacher trainers. Findings revealed that the teaching practicum at the Government Teacher Training Colleges in Cameroon is effective as it respects regulatory guidelines vis-à-vis the teaching practicum context to a greater extent but there is need to include a module on virtual teaching practicum in the training programme in order to guarantee sustainable Teaching/Learning in schools.
VL  - 8
IS  - 3
ER  -

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