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University student-teachers’ diversity and attitudes toward classroom participation

This study examined student-teachers’ diversity and attitudes toward classroom participation in a Tanzanian university. A mixed research approach was used to answer three research questions: student-teachers’ attitudes toward classroom participation, attitude differences based on their diversity, an...

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Autores principales: Rugambuka, Innocent Buberwa, Mazzuki, Blandina Daniel
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Elsevier 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10238682/
https://www.ncbi.nlm.nih.gov/pubmed/37274672
http://dx.doi.org/10.1016/j.heliyon.2023.e16364
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author Rugambuka, Innocent Buberwa
Mazzuki, Blandina Daniel
author_facet Rugambuka, Innocent Buberwa
Mazzuki, Blandina Daniel
author_sort Rugambuka, Innocent Buberwa
collection PubMed
description This study examined student-teachers’ diversity and attitudes toward classroom participation in a Tanzanian university. A mixed research approach was used to answer three research questions: student-teachers’ attitudes toward classroom participation, attitude differences based on their diversity, and the reasons for their attitudes toward classroom participation. The study involved 701 student-teachers in their second and third years of study. Data were collected through questionnaires and focus group discussions and were analysed using Statistical Package for Social Science and MAXQDA software. Results indicated that student-teachers cooperated with colleagues in groups rather than the whole classroom. The results also indicated diversity in classroom participation by gender, programme, and year of study. Further, it was revealed that student-teachers’ attitudes toward classroom participation were based on prior experiences, cultural aspects, linguistic barriers, lecturer pedagogical practices, and teaching context. It is concluded that the student-teachers’ attitudes toward classroom participation were variably associated with their diversity, and the reasons for the attitudes were mediated internally and externally. Therefore, it is recommended that lectures be conducted by employing apt techniques for fostering active participation to enrich the classroom with student-teachers and lecturers' voices in knowledge construction and sharing. The techniques should be gender, programme, and year of study sensitive while integrating students-teachers’ internal and external mediating factors to create interactive classroom moments that encourage knowledge creation and sharing among the classroom members.
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spelling pubmed-102386822023-06-04 University student-teachers’ diversity and attitudes toward classroom participation Rugambuka, Innocent Buberwa Mazzuki, Blandina Daniel Heliyon Research Article This study examined student-teachers’ diversity and attitudes toward classroom participation in a Tanzanian university. A mixed research approach was used to answer three research questions: student-teachers’ attitudes toward classroom participation, attitude differences based on their diversity, and the reasons for their attitudes toward classroom participation. The study involved 701 student-teachers in their second and third years of study. Data were collected through questionnaires and focus group discussions and were analysed using Statistical Package for Social Science and MAXQDA software. Results indicated that student-teachers cooperated with colleagues in groups rather than the whole classroom. The results also indicated diversity in classroom participation by gender, programme, and year of study. Further, it was revealed that student-teachers’ attitudes toward classroom participation were based on prior experiences, cultural aspects, linguistic barriers, lecturer pedagogical practices, and teaching context. It is concluded that the student-teachers’ attitudes toward classroom participation were variably associated with their diversity, and the reasons for the attitudes were mediated internally and externally. Therefore, it is recommended that lectures be conducted by employing apt techniques for fostering active participation to enrich the classroom with student-teachers and lecturers' voices in knowledge construction and sharing. The techniques should be gender, programme, and year of study sensitive while integrating students-teachers’ internal and external mediating factors to create interactive classroom moments that encourage knowledge creation and sharing among the classroom members. Elsevier 2023-05-19 /pmc/articles/PMC10238682/ /pubmed/37274672 http://dx.doi.org/10.1016/j.heliyon.2023.e16364 Text en © 2023 The Authors https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
spellingShingle Research Article
Rugambuka, Innocent Buberwa
Mazzuki, Blandina Daniel
University student-teachers’ diversity and attitudes toward classroom participation
title University student-teachers’ diversity and attitudes toward classroom participation
title_full University student-teachers’ diversity and attitudes toward classroom participation
title_fullStr University student-teachers’ diversity and attitudes toward classroom participation
title_full_unstemmed University student-teachers’ diversity and attitudes toward classroom participation
title_short University student-teachers’ diversity and attitudes toward classroom participation
title_sort university student-teachers’ diversity and attitudes toward classroom participation
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10238682/
https://www.ncbi.nlm.nih.gov/pubmed/37274672
http://dx.doi.org/10.1016/j.heliyon.2023.e16364
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