Timothy Okpeku Oziegbe

Do Teachers Violate Student Learning Autonomy by Introducing Banking Instructional Methods and Peer Tutoring? (eBook, PDF)

• Format: PDF

Produktbeschreibung

Essay from the year 2023 in the subject Didactics - Common Didactics, Educational Objectives, Methods, , language: English, abstract: A school is made up of students from different ethnic groups, cultures, races, values, and beliefs, which dictates teacher's ways of relating and interacting with the students. In schools, the teachers are faced with the challenge of improving students' academic achievement in various subjects across the curriculum. The ability to implement the curriculum requires the commitment of the teachers. The best approach for appropriate learning would be the quality of teachers in terms of training and qualification as they improve students' learning outcomes and academic achievement. Teachers' professional training and qualifications have a significant impact on academic achievement. The role of teachers' intellectual autonomy is confronted with the delivery of the school curriculum. This paper x-rays the teaching method of banking and peer tutoring as a violation of students' learning autonomy by teachers.

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Produktdetails

• Verlag: GRIN Verlag
• Seitenzahl: 6
• Erscheinungstermin: 24. Januar 2023
• Englisch
• ISBN-13: 9783346799142
• Artikelnr.: 67340693

Autorenporträt

BIOGRAPHY Dr. Timothy Oziegbe Okpeku was born to the family of Chief Eragbai and Deaconess Okheren Eragbai Okpeku of Uzebba-Iuleha, Owan West Local Government Area of Edo State, Nigeria. He was born in Okokomoiko, Ojo Local Government Area of Lagos State. He started his primary education at Okhide Primary School Uzebba where he obtained his primary school leaving certificate and proceeded to Uzebba Grammar School for his secondary education where he obtained his National Examination Council (NECO) certificate. He received his Bachelor's degree from Ambrose Alli University Ekpoma, Nigeria. He proceeded to the University of Benin where he obtained his Master's degree. He thereafter moved to his Alma Mata where he received his Doctor of Philosophy (Ph.D.) degree. As a student, he was a class prefect at Uzebba Grammar School, Uzebba-Iuleha, and later a class representative at the University of Benin. His hands-on research and pedagogical experience earned him the first graduate of his department's post-graduate degree program. He started his career as a teacher. Thereafter he joined the Edo State government public service as an industry officer at the Edo State Ministry of Commerce and Industry, Benin City, Nigeria. Due to his passion for Nigeria's education system, education policies and programs, curriculum reform, education equity, and student achievement gap, he was among the six post-doctoral scholars selected in Africa by the Government of the Republic of China (Taiwan) as African visiting scholars to the Republic of China (Taiwan). A transnational task that took him to the Republic of China (Taiwan) for one year (January-December, 2022). While in Taiwan, he was assigned to the National Taichung University of Education, to examine the strategic aspects of the Taiwanese educational system and lessons for Nigeria. His research interests cut across school politics, pedagogy, didactic, e-learning, education psychology, education leadership, education sociology, school system, education policy, curriculum design, educational equity, program evaluation, achievement gap, instructional technology, comparative education, vocational, technical education, and training. He has recently published 10 academic papers, 7 commentaries, 12 contributed postgraduate thesis/dissertations, and 5 academic seminar papers. Dr. Timothy O. Okpeku is a recipient of the Taiwan Fellowship Award.