EI training and pre-service teacher wellbeing

2014 ◽  
Vol 65 ◽  
pp. 81-85 ◽  
Author(s):  
Ashley K. Vesely ◽  
Donald H. Saklofske ◽  
David W. Nordstokke
Keyword(s):  
Teacher Wellbeing ◽  
Pre Service Teacher

scholarly journals Addressing mentor wellbeing in practicum placement mentoring relationships in initial teacher education

2020 ◽  
Vol 9 (4) ◽  
pp. 393-409
Author(s):  
Jenna Gillett-Swan ◽  
Deanna Grant-Smith
Keyword(s):  
Single Case ◽  
Initial Teacher Education ◽  
Professional Experience ◽  
Structured Interviews ◽  
Content Type ◽  
Relational Support ◽  
Teacher Wellbeing ◽  
Work Integrated Learning ◽  
Academic Workload ◽  
Pre Service Teacher

PurposeUniversity-affiliated mentors serve as liaisons between schools and pre-service teachers during practicum placements, offering academic, administrative and relational support. In the context of academic workload intensification, increasing student numbers and the need to respond to issues as they occur in time-pressured environments, the wellbeing of mentors can become compromised. Mentor wellbeing is explored, highlighting corollary impacts of threats to pre-service teacher wellbeing on those who support them.Design/methodology/approachA descriptive single case-study explored mentor lived experiences of wellbeing during the pre-service teacher practicum placement and mentoring process. Semi-structured interviews were conducted with mentors supervising pre-service teacher professional experience placements. Adopting a shadowed data approach, mentors shared their own experiences and reflected on the experiences of others. Data was analysed using thematic content analysis.FindingsMentor and pre-service teacher wellbeing experiences exhibited similar wellbeing indicators, including personal and professional stress, workload strains and ethical dilemmas. Many mentors felt invisible in terms of supports for their own self-care as the focus was on meeting practicum stakeholder and student support needs rather than their own wellbeing.Originality/valueChanges to professional experience practices must consider potential impacts on pre-service teachers, in-school supervisors and the university-affiliated mentors as the wellbeing of each is potentially impacted the wellbeing of others in this professional experience triad. Increasing emphasis on work-integrated learning experiences across multiple disciplines invites future comparison and contrast of wellbeing experiences.

EI training and pre-service teacher wellbeing

2014 ◽  
Vol 60 ◽  
pp. S21 ◽  
Author(s):  
D.H. Saklofske ◽  
D. Nordstokke ◽  
A. Vesely
Keyword(s):  
Teacher Wellbeing ◽  
Pre Service Teacher

THE ANALYSIS OF PROBLEM BASED LEARNING (PBL) IN MICRO TEACHING COURSE TO FIT THE REQUIREMENT OF EFFECTIVE PRE-SERVICE TEACHERS

2019 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Linda Linda ◽  
Apandi
Keyword(s):  
Qualitative Method ◽  
Teaching Practice ◽  
Problem Based Learning ◽  
Real Field ◽  
English Department ◽  
Effective Teacher ◽  
Existing Problems ◽  
Apply Problem ◽  
Pre Service Teacher

One of phenomena that occur in the educational world is the issue of discrepancies that occur between theory the pre-service teacher learned in college with implementation when they should teach in thereal fields (schools). Problem Based Learning (PBL) becomes one of the efforts to bridge the existing problems. This research is conducted to find out the extend of Problem Based Learning (PBL) in Micro Teaching course since the course must be accomplished by students before carrying out practical activities in the real field in the school at teaching training program. The writer uses descriptive qualitative method. And in this research the writer uses case study as a research design to find out the purpose of the research. The participants of the the research are 8 students from a class of micro teaching course in English Department of Universitas Swadaya Gunung Jati. In this paper, The Students as the Pre Service Teacher(s) are coded PST(s). The writer uses observation as the instruments of the research. Theory of Miles and Huberman are used to collect data from observation. Regarding to the discussion above, the four aspects of competences of effective teacher are shown in the teaching practice done by the students of Micro teaching course that apply Problem Based Learning (PBL). The majority results of the observation explain that applying Problem Based Learning in Micro Teaching course develops pre-service teachers competence in their teaching in classroom. This research shows pre-service teachers can integrate their competences and create good performance in their teaching practice.

A model of educational program for improving competency of pre-service teacher to implement and integrate smart education in classroom

2016 ◽  
Vol 22 (2) ◽  
pp. 351-380 ◽  
Author(s):  
Cheolil Lim ◽  
Hyeongjong Han ◽  
Youngil Hong ◽  
Sunyeon Lee ◽  
Eunyoung Lee ◽  
...  
Keyword(s):  
Educational Program ◽  
Smart Education ◽  
Pre Service Teacher

Identifying The Competencies Possessed By The Engineering College Faculty In India

2019 ◽  
Vol 118 (4) ◽  
pp. 68-71
Author(s):  
Mohanakumari. D ◽  
R. Magesh
Keyword(s):  
Domain Knowledge ◽  
Teaching And Learning ◽  
Vital Role ◽  
Faculty Members ◽  
Approaches To Teaching ◽  
Global Workforce ◽  
Content Domain ◽  
Technology Changes ◽  
Education In India ◽  
Pre Service Teacher

The main intention of the Paper is identifying the competencies possessed by the faculty in engineering college and adequate skills of all the disciplines required and that plays a vital role in educational institutions.In this era, engineering education in India faces major challenges as it requires meeting the demands of technical profession and emerging job market. Researchers have created some universally desired, yet challenging skills for global workforce. Nowadays, technology changes rapidly, so we have to update our self-according to the changing world, i.e., infrastructure, content/domain knowledge, educators/HR trainers. Thus, our technical faculty members should necessary to learn the innovative approaches to teaching and learning, which in turn will require effective professional development for both new and experienced instructors alike. It is right time now to redesign our curriculam, pedagogy and make the pre-service teacher preparation programme mandatory part of technical higher education.

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