Browsing by Author "Lekamge, Dayalatha"

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    Open Access
    A Gender Analysis of Perceptions on Development of Competencies through a Distance Education Programme
    (2006-10) Lekamge, Dayalatha
    PCF4 // The Open University is the only university in the Country that provides opportunities for graduate teachers to get their training through the PGDE Programme in the distance mode. The total number as at 31.12.2005 is 2873 out of which 65% are female teachers. These teachers complete their professional training while serving in their schools and attending to family responsibilities. The effectiveness of distance education programmes in developing knowledge, attitudes and skills required by teachers has been questioned time and again though it was expected that teachers, especially females, would be facilitated in improving their qualifications through distance education. // The main objectives of this paper are to identify gender differences in student teachers’ perceptions, marks obtained for Teaching Practice Stage I, continuous assessment marks final examination marks for the course Educational Technology using gender as a criterion variable. // Two hundred eighty nine teachers responded to the questionnaire of whom 59.9% were female teachers. A significant difference could be observed between male and female teachers in the sample in their perceptions on skills related to inclusive education, professional development and development of teaching skills. Further, there was a negative relationship between student teachers’ perceptions and continuous assessment marks. However, when the data of the total student population was analyzed a positive relationship between Teaching Practice marks, Continuous assessment marks and final examination marks could be observed. // Paper ID 236
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    Open Access
    Application of Interactive Methods in a Distance Education Programme
    (2008) Lekamge, Dayalatha
    The Faculty of Education of the Open University of Sri Lanka has incorporated interactive techniques such as interactive day schools and assignments to the teaching-learning process of a teacher education programme conducted through the distance mode with the ppurpose of improving the quality. Those interactive techniques have been identified and developed in relation to a number of brainstorming sessions and workshops in which both internal and visiting lecturers had participated. It is expected that by taking part in an interactive manner in the teaching learning process , student teachers themselves will experience the effectiveness of the strategies and develop necessary skills and positive attitudes towards implementing such techniques with their own students. // Having introduced such techniques, a research study was conducted to reveal the perception of both student teachers and lecturers regarding the newly introduced interactive methods for the PGDE Programme. // Paper ID 301
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    Open Access
    Mentoring: a Powerful Tool for Professional Development of Student Teachers
    (2010-11) Lekamge, Dayalatha
    Distance education has emerged as a panacea for some of the burning problems in the education systems of developing countries. In relation to the Sri Lankan context, it was expected that Distance Education would give an answer to the shortage of qualified and experienced teaches in the school system. Therefore, from the inception, the Open University of Sri Lanka and the National Institute of Education offered programmes through the distance mode aiming at improving professional competences of teachers. These programmes were popular among teachers due to some inherent characteristics such as the flexible nature, regional outreach and opportunities provided to complete the programmes while remaining in their work places. However, it is questionable whether these programmes encourage sufficient interactions among teachers and students and students and students which must be the core of any professional training programme. // Quality of teaching will depend on the quality of teachers in the system. Therefore, in some countries, teaching appointments are renewed on the basis of the training programmes participated and the new qualifications acquired by the respective teachers. However, in Sri Lanka it is highly unlikely that teachers will get a second chance in their life time to update their professional competencies. Therefore, it is prime important that all the teacher training programmes conducted using face-to-face, distance and other modes or offered in full time or part time basis, should fulfill the requirements of the teachers as well as the training needs of the schools. // In line with the above need, the Faculty of Education of the Open University of Sri Lanka has introduced a number of strategies such as interactive day schools and workshops, practical assignments, school based mentoring system and school based projects to improve the quality of the training provided for teachers using distance mode. This paper focuses on the school mentoring system introduced in 2009 to strengthen the school support and to provide a close supervision and guidance to student teachers who are following the PGDE Programme which is one of the most popular programmes in the University.