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dc.contributor.authorRavinder, Rena
dc.contributor.authorSuleman, Ali
dc.date.accessioned2011-03-04T13:11:59Z
dc.date.available2011-03-04T13:11:59Z
dc.date.issued2010
dc.identifier.citationRavinder, R., & Suleman, A. (2010). Perceptions of pre-service teachers towards teaching: A case study on the Eritrea Institute of Technology. Review of Higher Education in Africa, 2(1), 24-44.en_US
dc.identifier.urihttp://hdl.handle.net/10628/253
dc.description.abstractIn Eritrea, education has been considered as the corner stone of economic and social development. Since investment in education has a direct and positive effect on productivity as well as development, therefore investment in education is imperative. The Government of Eritrea (GoE) has been working hard to provide free education from pre-primary to the higher education level. As part of the recent educational reforms, the Ministry of Education (MoE) has been emphasizing on student-centered and interactive approach. This paper explores the teacher education in Eritrea Institute of Technology (EIT) with a special focus on pre-service teachers' recruitment and their perceptions towards teaching. The study examines and assesses the background of pre-service teachers who are part of the teacher education programme at the College of Education. This data also compares with that ofCollege of Science and College of Engineering in terms of their academic performance. The study further probes different views of the pre-service teachers on teaching that in turn influences the learning outcomes of the children at schools.en_US
dc.language.isoenen_US
dc.publisherReview of Higher Education in Africa.en_US
dc.subjectTeachers - knowledge, attitudes and beliefs - Eritreaen_US
dc.subjectEritrea Institute of Technology - Case studyen_US
dc.subjectPre-service teachers - Eritreaen_US
dc.subjectTeachers - Recruitment - Eritreaen_US
dc.subjectKnowledge, attitudes and beliefs - Pre-service teachers
dc.titlePerceptions of pre-service teachers towards teaching: A case study on the Eritrea Institute of Technology.en_US
dc.typeArticleen_US


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