Student engagement in teacher education at the Kigali Institute of Education in Rwanda.

Simple item page
dc.contributor.authorNizeyimana, Gabriel
dc.date.accessioned2013-10-07T05:49:01Z
dc.date.available2013-10-07T05:49:01Z
dc.date.issued2013-10-07
dc.description.abstractQualitatively and quantitatively, this thesis investigates student engagement and success in post-secondary teacher education. The research is a case study conducted in Rwanda using the Classroom Survey of Student Engagement (CLASSE), interviews, and document analysis techniques. It aims at comparing two groups of teacher education students in terms of how different factors of student engagement affect their performance. The study provides a sound contribution in understanding how students with a professional background effectively engage and succeed in modules/courses of the teacher education programme that are shared with students without such background. The study claims that student teachers’ beliefs brought to teacher education play a vital role in determining the level of student engagement and performance in both professional and non-professional courses rather than their academic background. Findings indicate that these courses were taught and learnt in inappropriate teaching and learning environments. Despite unfavourable conditions, results also indicate that students with professional preparation prior to the post-secondary teacher education programme have positive beliefs about the career, interact with lecturers and peers more frequently, devote much time and effort on educationally purposeful activities, and participate more frequently in engaging activities than students who have just started teacher training. In addition, the study indicates that these factors of student engagement influence performance. The study also reveals that the former have developed their professional teacher identity which facilitates their social and academic integration and their intrinsic motivation to learning for the career while the latter are struggling learning for the profession in which they are not motivated and interested. Therefore, students with teacher identity perform significantly better than those who are new in teacher training even in non-professional courses in which they have fewer prerequisites.en_US
dc.identifier.urihttp://hdl.handle.net/10539/13212
dc.language.isoenen_US
dc.subjectStudent engagementen_US
dc.subjectPerformanceen_US
dc.subjectTeacher educationen_US
dc.subjectBachelor of Education studenten_US
dc.subjectBeliefsen_US
dc.subjectTeacher identityen_US
dc.titleStudent engagement in teacher education at the Kigali Institute of Education in Rwanda.en_US
dc.typeThesisen_US
Files
Original bundle
Now showing 1 - 2 of 2
No Thumbnail Available
Name:
ABSTRACT for Gsbriel Nizeyimana PhD thesis April 2013.pdf
Size:
145.45 KB
Format:
Adobe Portable Document Format
Download
No Thumbnail Available
Name:
Corrected Final PhD Thesis Submitted for Graduation, April 2.pdf
Size:
4.79 MB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
ETD Collection