Zobrazit v EDS

Towards strengthening the mentoring of Teacher Training College (TTC) tutors through the co-teaching approach in the Eastern Province, Rwanda

Uloženo v:
Podrobná bibliografie
Název: Towards strengthening the mentoring of Teacher Training College (TTC) tutors through the co-teaching approach in the Eastern Province, Rwanda
Autoři: Takavarasha, Eugenia, Uwamariya, Marianne
Zdroj: Rwandan Journal of Education; Vol. 7 No. 2 (2024); 4-16
Informace o vydavateli: UNIVERSITY OF RWANDA - COLLEGE OF EDUCATION (UR – CE), 2024.
Rok vydání: 2024
Témata: Collaborative-teaching, Co-teaching mentoring, Co-teaching, Teacher Training Colleges, Co-teaching implementation
Popis: This study was an evaluation of the mentoring of Teacher Training College (TTC) tutors through the co-teaching approach in Rwanda. The study's purpose was to determine the extent of the implementation of the approach so that necessary adjustments to strengthen it can be suggested midway. A qualitative multi-case study approach of two TTCs was adopted which focused on individual interviews and questionnaires. Participants were sampled purposefully. The study was approached from a Social Constructivism Theory perspective of Lev Vygotsky that emphasises collaborative teaching and learning from significant others. Thematic data analysis which is inductive in nature was used to analyse the collected data. The findings revealed strengths and shortcomings of the approach. The study concludes that the existing shortcomings if left unchecked may hinder the full achievement of the programme outcomes and recommends adjustments in the form of introducing a programme implementation framework to strengthen the program activities.
Druh dokumentu: Article
Popis souboru: application/pdf
Jazyk: English
ISSN: 2312-9239
Přístupová URL adresa: https://www.ajol.info/index.php/rje/article/view/269905
Přístupové číslo: edsair.78975075580c..60f3c55d33a35acff0e9b7833dc85011
Databáze: OpenAIRE
Popis
Abstrakt:This study was an evaluation of the mentoring of Teacher Training College (TTC) tutors through the co-teaching approach in Rwanda. The study's purpose was to determine the extent of the implementation of the approach so that necessary adjustments to strengthen it can be suggested midway. A qualitative multi-case study approach of two TTCs was adopted which focused on individual interviews and questionnaires. Participants were sampled purposefully. The study was approached from a Social Constructivism Theory perspective of Lev Vygotsky that emphasises collaborative teaching and learning from significant others. Thematic data analysis which is inductive in nature was used to analyse the collected data. The findings revealed strengths and shortcomings of the approach. The study concludes that the existing shortcomings if left unchecked may hinder the full achievement of the programme outcomes and recommends adjustments in the form of introducing a programme implementation framework to strengthen the program activities.
ISSN:23129239