Research Article
Obstacles Facing Sport Education Teacher During Service in the Gaza Strip Governorates
Olfat Alaqra*
Issue:
Volume 9, Issue 2, June 2024
Pages:
30-39
Received:
7 April 2024
Accepted:
13 May 2024
Published:
3 June 2024
Abstract: The study aimed to identify the Obstacles facing Sport education teacher during service in the Gaza Strip Governorates, and the researcher used the prescriptive curriculum and to achieve this study was conducted on (80) teacher, representing (27%) of the original's community study of (215) teacher, the researcher used the descriptive approach, After seeing the studies scientific research and determining the objective of the form and through per-sonal interviews with academics specializing in sports education and some sports education teachers, the main axes of the study were identified and these axes were presented to the number of (5) Experts with a PHD of at least 10 years' experience to demonstrate the suitability of these axes to the objectives of the study as well as to determine the relative importance of each axis, and they agreed to have (7) Interlocutors of the form, The study results showed that the Obstacles facing Sport education teacher during service in the Gaza Strip Governorates were few and by (67.54%), And the methods way ranked the first relative weight (76.43%), followed by parent's second relative weight (76.2%), and the student ranked third relative weight (71.17%), and security and safety factors ranked fourth relative weight (63.67%), and curriculum fifth place relative weight (59.17%) and facilities ranked sixth and final relative weight (54.17%), The researcher Recommend that the Sports education teachers should undergo training courses, seminars, educational lectures and courses on modern teaching methods that are appropriate to the nature of sports education.
Abstract: The study aimed to identify the Obstacles facing Sport education teacher during service in the Gaza Strip Governorates, and the researcher used the prescriptive curriculum and to achieve this study was conducted on (80) teacher, representing (27%) of the original's community study of (215) teacher, the researcher used the descriptive approach, Afte...
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Research Article
Geometric Thinking of Prospective Mathematics Teachers: Assessing the Foundation Built by University Undergraduate Education in Ghana
Robert Benjamin Armah*
Issue:
Volume 9, Issue 2, June 2024
Pages:
40-51
Received:
25 June 2024
Accepted:
11 July 2024
Published:
23 July 2024
Abstract: This study investigates the geometric thinking levels of final year prospective mathematics teachers in Ghana, utilizing the van Hiele model to evaluate their proficiency. The main purpose was to assess whether university undergraduate mathematics education provides a sufficiently strong foundation for teaching senior high school geometry. A descriptive survey design was employed, involving 1,255 prospective mathematics teachers from three universities: University of Education Winneba (UEW), University of Cape Coast (UCC), and Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED). The van Hiele Geometry Test (VHGT) was administered to measure participants’ levels of geometric thinking. The results revealed that 8.8% of participants attained van Hiele Level 1 (visualization), 30.0% reached Level 2 (analysis), and 32.4% achieved Level 3 (abstraction). However, only 15.9% and 12.9% of prospective teachers reached Levels 4 (deduction) and 5 (rigor), respectively. These findings indicate a significant gap between the current geometric thinking skills of prospective teachers and the expectations of the Ghanaian mathematics curriculum, which anticipates higher-order thinking skills. The study concludes that the current undergraduate mathematics education programs in Ghanaian universities may not be adequately preparing future teachers to teach senior high school geometry effectively. It is recommended that these programs be revised to include more focus on developing higher-order geometric thinking skills, with an emphasis on deductive reasoning, formal proof-based learning and rigor in geometry thinking. Enhancing the curriculum and teaching methods could narrow this gap and improve the overall quality of geometry education in Ghana.
Abstract: This study investigates the geometric thinking levels of final year prospective mathematics teachers in Ghana, utilizing the van Hiele model to evaluate their proficiency. The main purpose was to assess whether university undergraduate mathematics education provides a sufficiently strong foundation for teaching senior high school geometry. A descri...
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