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

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Bibliographic Details
Title: Towards strengthening the mentoring of Teacher Training College (TTC) tutors through the co-teaching approach in the Eastern Province, Rwanda
Authors: Takavarasha, Eugenia, Uwamariya, Marianne
Source: Rwandan Journal of Education; Vol. 7 No. 2 (2024); 4-16
Publisher Information: UNIVERSITY OF RWANDA - COLLEGE OF EDUCATION (UR – CE), 2024.
Publication Year: 2024
Subject Terms: Collaborative-teaching, Co-teaching mentoring, Co-teaching, Teacher Training Colleges, Co-teaching implementation
Description: 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.
Document Type: Article
File Description: application/pdf
Language: English
ISSN: 2312-9239
Access URL: https://www.ajol.info/index.php/rje/article/view/269905
Accession Number: edsair.78975075580c..60f3c55d33a35acff0e9b7833dc85011
Database: OpenAIRE
Description
Abstract: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