Maslow represented this level as the moment when people seek for knowledge and evaluate things. As for teachers, they maximize their knowledge and absorbing more information from their seminars and trainings, not only academically but to handle his class and reality evaluation of the students. The aesthetic need is how people executed their full potential, talents and capacities. This level of self-actualization is gearing up person’s desire to become everything or what he is capable of becoming and it rarely meet completely. Maslow (1968) estimated that 1% of adults achieved the total self-actualization.
Thanks to reading and attributes tests, I found out ‘managerial’, ‘autonomy’ and ‘service/dedication’ seem to be the anchors which have a bearing on my career motivation. It is safe to say that my second work experience taking place this year through the students in classroom scheme at NTU have nurtured these anchors. Managerial anchor primarily concern is to “integrate the efforts of others and to be fully accountable for results, service/dedication anchor is concern with achieving some value” (NTU, 2016). I, indeed tend to be more “oriented to the value of my work than the actual talents or area of competence involved” (NTU, 2016). Those two roles that I have undertaken during my work placements: a tour guide and a teacher associate, in two very different work environment have provided me with satisfaction.
The issue at the tertiary level presents a more serious concern in terms of variation in access at the Universities, Polytechnics and Colleges of Education and in terms of gender disparity. Implementing quality assurance techniques in education engenders a successful administration in the school. vii. Classroom Management: Classroom management is a quality assurance technique used by principals to achieve quality education in the school system. Krause, Duchesne and Bochner (2013) view a classroom as where teachers create enabling environment for students to know how to use the available time and resources, and also cooperate with their class mates to achieve quality learning.
It gives students opportunity to develop specific job skills that are barely available during the studies in the institutions (programmes) (Garavan and Murphy, 2001). The work environment serves as a platform for student to get accustom to the notion of professionalism. Thus moving from student to become professional (Tovey, 2001). Cook et al. (2004) have also cited that internship leads to better
According to Killen. R, 2000, there are two types of outcomes from the educational system. The first type includes the student’s assessment such as quizzes, test results, completion rates and etc. The second type of outcome is usually measured in terms of students’ understanding, presentation skill and others as a result of their education . Higher educational institutions should be able to monitor the levels of outcomes expected from any academic courses through the propagation of quality teaching by
This paper shows how technology can be used to facilitate the learning and assessment processes and how assessment is used to make the learning outcomes component work effectively. It also describes how learning outcomes are used in the development of an information systems curriculum. It is designed to continuously improve the curriculum and provide students with the knowledge and skills to succeed in a rapidly changing world. This curriculum is designed to prepare graduates in entering the workforce and to assume their place of responsibility and leadership in the family, community and the nation. The goal of the College is to produce graduates having strong technology and communication skills as well as good understanding of business practices and work
In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school. Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate
Some components of teacher efficacy include: developing an organized classroom environment that is supportive of positive and meaningful learning, positive beliefs and development of instructional activities in different domains of learning, engaging the involvement of parents and sourcing resources needed for learning tasks, and redirecting negative influences that may affect the flow of the academic accomplishments of students (Marat, 2007, para. 3). A strategy that can be utilized by administrators in assisting teachers in developing a high degree of teacher efficacy involves providing information on the relevance of learning in students lives. This strategy of providing information on the relevance of learning in the lives of students would be undergirded by a series of workshops that would expose teachers to components of quality and effective learning, the nature of the pubescent child, the role of culture in the process of assimilation and equilibration and how learning can be developed and supported by positive self-beliefs among students with low-self image. Workshops would be conducted for three hours per week and would involve a reflective component where teachers selected for this
(Saks & Leijen, 2014) have stated in literature that, Knowles (1975) described SDL as a process that coerce the individuals to take initiative with or without the support of anybody, determine their learning requirements, develop learning goals with identified human and material resources, choose and implement appropriate learning strategies, and evaluate learning outcomes. (Kim et al., 2014) mentioned that the fundamental of SDL is students take charge of their learning and able to transfer the acquired knowledge and skill in the working environment. Also, (Dynan et al., 2010) reported that knowledge enrichment and skill development in pursuant to the course content is achievable through SDL and it is best acquirable via organizing their SDL learning activities systematically to determine the targeted knowledge and skill, the suitable learning strategies, and evaluate the learning outputs (Kim et al., 2014). According to (Cremers et al., 2014), the capacity of SDL is divided into five sub skills: diagnosing, setting goals, planning, monitoring and evaluating. (i) Diagnosing.
A large body of research demonstrates that granting autonomy to the students in the course of language learning contributes to their motivation and achievement. Dickenson (1995: 167) regards autonomy as, “…An attitude toward learning in which the learner is prepared to take, or does take responsibility for his own learning.” Those students who are intrinsically motivated are more autonomous, i.e., they accept responsibility for their own learning. In a research by Rostkam,T. (1999), he described the attitudes of 217 Chinese students to extended pairwork (same pair over a term) and peer assessment in eleven task-based ESP business classes in a Hong Kong university. The patterns and perceived usefulness of peer interaction, feedback and peer evaluation were discussed in terms of the cultural values of Chinese learners.