Knowledge, skills and abilities for early childhood preservice student teaches: a focus group approach
The purpose of this study was to establish the competences (knowledge, skills and abilities) required of effective cue)! childhood education teachers as perceived by student teachers and to suggest how competences can be acquired by student teachers before joining the teaching profession. Focus g...
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| Format: | Article |
| Language: | English |
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MCSER Publishing
2016
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| Online Access: | http://hdl.handle.net/11408/1047 |
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| author | Mangwaya, Ezron |
| author_facet | Mangwaya, Ezron |
| author_sort | Mangwaya, Ezron |
| collection | DSpace |
| description | The purpose of this study was to establish the competences (knowledge, skills and abilities)
required of effective cue)! childhood education teachers as perceived by student teachers and to
suggest how competences can be acquired by student teachers before joining the teaching
profession. Focus groups were conducted with student teachers who had done teaching practice
and those who had not in two teachers' colleges in Masvingo province of Zimbabwe. Results
indicated that specific competences were required across the domains of learning (cognitive,
psychomotor and affective). Academic preparation in teachers' colleges, field experiences and
exposure to role models were suggested as useful ways of acquiring competences. |
| format | Article |
| id | ir-11408-1047 |
| institution | My University |
| language | English |
| publishDate | 2016 |
| publisher | MCSER Publishing |
| record_format | dspace |
| spelling | ir-11408-10472022-06-27T13:49:06Z Knowledge, skills and abilities for early childhood preservice student teaches: a focus group approach Mangwaya, Ezron Knowledge, Skills. Abilities, Eearly childhood education, Student teachers, Focus group The purpose of this study was to establish the competences (knowledge, skills and abilities) required of effective cue)! childhood education teachers as perceived by student teachers and to suggest how competences can be acquired by student teachers before joining the teaching profession. Focus groups were conducted with student teachers who had done teaching practice and those who had not in two teachers' colleges in Masvingo province of Zimbabwe. Results indicated that specific competences were required across the domains of learning (cognitive, psychomotor and affective). Academic preparation in teachers' colleges, field experiences and exposure to role models were suggested as useful ways of acquiring competences. 2016-04-26T12:02:21Z 2016-04-26T12:02:21Z 2013-11 Article 2039-2117 2009-9340 http://hdl.handle.net/11408/1047 en Mediterranean Journal of Social Sciences;Vol. 4, No. 14: 719 -723 open MCSER Publishing |
| spellingShingle | Knowledge, Skills. Abilities, Eearly childhood education, Student teachers, Focus group Mangwaya, Ezron Knowledge, skills and abilities for early childhood preservice student teaches: a focus group approach |
| title | Knowledge, skills and abilities for early childhood preservice student teaches: a focus group approach |
| title_full | Knowledge, skills and abilities for early childhood preservice student teaches: a focus group approach |
| title_fullStr | Knowledge, skills and abilities for early childhood preservice student teaches: a focus group approach |
| title_full_unstemmed | Knowledge, skills and abilities for early childhood preservice student teaches: a focus group approach |
| title_short | Knowledge, skills and abilities for early childhood preservice student teaches: a focus group approach |
| title_sort | knowledge, skills and abilities for early childhood preservice student teaches: a focus group approach |
| topic | Knowledge, Skills. Abilities, Eearly childhood education, Student teachers, Focus group |
| url | http://hdl.handle.net/11408/1047 |
| work_keys_str_mv | AT mangwayaezron knowledgeskillsandabilitiesforearlychildhoodpreservicestudentteachesafocusgroupapproach |