Training music teachers through distance learning: The case of teaching practice mentoring at one primary school teacher training college in Zimbabwe

2015 ◽  
Vol 32 (3) ◽  
pp. 259-271
Author(s):  
Sithulisiwe Bhebhe ◽  
Tawanda Runhare ◽  
Ratau John Monobe
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Student Teachers ◽  
Teaching Practice ◽  
School Teacher ◽  
Case Study Research ◽  
School Level ◽  
Primary School Teacher ◽  
Music Student ◽  
Music Specialist

This study sought to examine the quality of teaching practice (TP) mentoring in the teaching of music at primary school level through the distance mode of training at one college of education in Zimbabwe. The study examined the experiences and perceptions of lecturers and student teachers on TP mentoring in music within the context of a distance mode of teacher training. A purposive sample of 17 music student teachers and 11 lecturers was selected. The study employed a qualitative case study research design in which one-on-one interviews, focus group discussions and documentary analysis were used to collect data. The main conclusion from the study was that the distance approach to teacher training was not effectively utilised for teacher preparation in music due to inadequate music knowledge and skills of mentor teachers as well as weaknesses of the school curriculum. Recommendations drawn from these conclusions are that the teaching practice period should not be the same for all subjects and more demanding subjects such as music deserve to be practiced more. Student teachers specialising in music must be placed for teaching practice where there are music specialist teachers. This study also recommends that the placement of music student teachers for teaching practice be undertaken jointly by the teaching practice coordinators and the music specialist lecturer.

Village Institutes of Turkey

2021 ◽  
Author(s):  
Filiz Meşeci Giorgetti
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
School Teacher ◽  
Learning By Doing ◽  
Primary School Teacher ◽  
Left Wing ◽  
Long Time ◽  
The Government ◽  
The Village ◽  
Village Institutes

In the 1930s, the primary schooling rate in Turkey was significantly low compared to the European states. Ninety percent of the population lived in villages without any schools and teachers. Therefore, promoting primary education was addressed as an issue concerning villages in Turkey. The seeds of the intellectual infrastructure in the emergence of institutes were sown at the beginning of the 20th century, during the Ottoman rule. To train teachers for villages, Village Teacher Training School [Köy Muallim Mektebi] was founded in 1927 and Village Instructor Training Course [Köy Eğitmen Kursu] in 1936. However, these initiatives were not sufficient in terms of quality and quantity. Village teacher training experiences, new education, and work school trends of Europe were analyzed by Turkish educators, opinions of foreign and Turkish experts were received, and the Village Institutes [Köy Enstitüleri] project was carried into effect based on the realities of Turkey. The first Village Institutes opened in 1937. They were established in a restricted area, with a limited budget, and a non-common curriculum until the Village Institute Law was promulgated in 1940. On April 17, 1940, the law prescribing their establishment was approved by the parliament. The number of the Village Institutes, which spread over the Turkish geography evenly, reached 21 by 1949. The period between 1940 and 1947 was when the Village Institutes were most productive. Learning by doing and principles of productive work were embraced at the Village Institutes. The curriculum consisted of three components: general culture, agriculture, and technical courses. In addition to their teaching duties, the primary school teachers that graduated from the Village Institutes undertook the mission of guiding villagers in agricultural and technical issues and having them adopt the nation-state ideology in villages. World balances changing after the Second World War also affected the Village Institutes. In 1946, the founding committee of the Village Institutes were accused of leftism and had to leave their offices for political reasons. After the founding committee stepped aside, the Village Institutes started to be criticized by being subjected to the conflict between left-wing and right-wing. Following the government changeover in 1950, radical changes regarding the curricula, students, and teachers of the institutes were made. Making the Village Institutes unique, the production- and work-oriented aspects were eliminated, and the institutes were closed down in 1954 and converted into Primary School Teacher Training Schools. Although the Village Institutes existed only between 1937 and 1954, their social, economic, and political effects were felt for a long time through the teachers, health officers, and inspectors they trained.

scholarly journals HISTORYOGRAPHY OF THE OF DEVELOPMENT THE CONTINUOUS PRIMARY SCHOOL TEACHER TRAINING TO WORK IN THE INCLUSIVE EDUCATION CONDITIONS IN THE UKRAINE (END OF THE XX – START OF THE XXI CENT.)

2021 ◽  
pp. 86-91
Author(s):  
T. DZHAMAN
Keyword(s):  
Teacher Preparation ◽  
Teacher Training ◽  
Primary School ◽  
Inclusive Education ◽  
School Teacher ◽  
Primary School Teacher ◽  
Scientific Analysis ◽  
History Of ◽  
Chronological Sequence ◽  
Definition Of

The article analyzes the views of scientists on the specified problem of study. It is specified that the problem of continuous primary school teacher training to work in the conditions of inclusive education that we studied is a certain chronological sequence of transformations of different visions and it is relevant to the sphere of scientific and pedagogical search. We made a scientific analysis of the studies and clarified the definition of some concepts. It is specified, that we understand the historiography of development the continuous primary school teacher training to work in a conditions of inclusive education as a totality of research scientific and pedagogical works directed on the study of the specified problem from the time of its actualization due to today and the main its task we see in the objective coverage of the history of the issue of continuous primary school teacher preparation to work in conditions of inclusive education with taking into account the transformation of the ideas and views on the problem, studied by us. We generalized the sources processed by us on the basis of the analysis in the historiographical dimension into the two groups: continuous primary school teacher training from the end of XX cent. due to today; The history of inclusive education in the Ukraine from the end of XX cent. due to today.

scholarly journals Adjusting 1st year students' teaching practice to the online environment

Educatia 21 ◽  
2021 ◽  
pp. 97-106
Author(s):  
Luciana Truța ◽  
◽  
Olga Chiș ◽  
Keyword(s):  
Primary School ◽  
Teaching Practice ◽  
School Teacher ◽  
Student Interaction ◽  
Primary Teacher ◽  
Primary School Teacher ◽  
Online Environment ◽  
Self Reflection ◽  
Student’S Performance ◽  
Analysis Of Results

The current study aimed to collect relevant feedback on teaching practice effectiveness in relation to the tutors, students’ engagement in teaching practice, as well as self-reflection regarding necessary competences for a primary school teacher. Pedagogical activities within the teaching practice have considered: students’ online attendance to the classes held by the primary teacher, filling in an observation form regarding the lessons taught, mentorship session for analyzing the lessons along with the teachers, drafting a psycho-pedagogical record for a pupil, filling a form on reviewing the student’s performance and implication in the teaching practice. Having concluded the study’s results, we can now state that the teaching practice’s way of planning in the second school semester has proven efficient. The mentor-student / inter-student interaction has contributed to developing competences that a primary school teacher does require, through the feedback provided by the observation forms, as well as by involving students directly in the didactic activities, encouraging initiative and self-reflection. Objective analysis of results, suggestions, proposals, as well as difficulties encountered has made it possible to build a solid reference for future teaching practice – both online and in the classroom – and working towards improving it and all its partakers.

scholarly journals Solving Mathematics Olympiad Problems Training for Primary School Teachers in Bulukumba District

2020 ◽  
Vol 1 (1) ◽  
pp. 50-54
Author(s):  
Said Fachry Assagaf ◽  
Suradi Tahmir ◽  
Muhammad Dinar
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Primary School ◽  
School Teacher ◽  
Primary Teachers ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mathematics Class ◽  
Independent Tasks

This is elementary school teacher training to solve mathematics olympiad problems in Bulukumba district. The purpose of this training is to (1) provide information about mathematics olympiad in Indonesia (2) training teacher to solve mathematics olympiad problems, and (3) motivate  primary teachers to conduct olympiad class in their school.  The method is divided into two, namely the presentation and the independent tasks. The presentation focuses on the types of math competitions and the types of Olympic problems. Independent task aims to create and solve mathematics Olympiad problems for elementary school level. In addition, motivation was also being concerned in this training. The teachers were expected to use the problems in their mathematics class and also to identify students who potentially have ability join in mathematics competition. Abstrak Pengabdian ini berupa pelatihan olimpiade matematika tingkat Sekolah Dasar yang diperuntukkan bagi Guru Sekolah Dasar di Kabupaten Bulukumba. Tujuan pengabdian ini adalah untuk (1) memberikan pengetahuan terkait pelaksanaan olimpiade matematika di Indonesia (2) memberikan pemahaman terkait soal-soal olimpiade matematika, dan (3) memberikan motivasi kepada guru untuk melakukan pembimbingan olimpiade. Metode pelaksanaan terbagi atas dua yakni metode ceramah dan metode kerja mandiri. Metode ceramah berfokus kepada materi tentang jenis jenis kompetisi matematika dan jenis jenis soal olimpiade. Kerja mandiri bertujuan untuk membuat dan menyelesaikan soal olimpiade matematika tingkat SD. Selain itu, motivasi juga diberikan agar guru dapat mengadopsi soal tersbeut dalam kegiatan pembelajaran serta mencari bibit unggul yang dapat diikutkan untuk berkompetisi.

scholarly journals Cognitive Strategies for Teaching Reading in Primary School Teacher Training Curriculum in Vietnamese Context

2020 ◽  
Vol 5 (6) ◽  
pp. 702-709
Author(s):  
Nguyen Thi Thu Van ◽  
Ly Tuan Phu ◽  
Dang Quynh Lien ◽  
Nguyen Pham Phuong Khanh
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
School Teacher ◽  
Cognitive Strategies ◽  
Reading Performance ◽  
Control Group ◽  
Primary School Teacher ◽  
Training Curriculum ◽  
Quasi Experimental ◽  
The Impact

This study aims to explore the effectiveness of cognitive reading strategies in primary school teacher training curriculum. Designed under the paradigm of a quasi-experimental research with the participation of an experimental and a control group, the current study seeks to investigate the impact of cognitive strategies training on students’ reading comprehension. Findings from the study showed that cognitive strategies training incorporated into a primary school teacher training course could improve pre-service teachers’ reading performance. It is concluded that students need more time and practice so that they can use their new strategies automatically at the procedural stage.

Organization of teaching practice of future primary school teachers in the context of dual training system

2018 ◽  
Vol 32 (5) ◽  
pp. 942-954
Author(s):  
Natalia Khan ◽  
Aigul Syzdykbayeva ◽  
Fariza Kinzhibaeva ◽  
Gulmira Demesheva ◽  
Oryngul Abilova
Keyword(s):  
Primary School ◽  
Professional Education ◽  
Teaching Practice ◽  
School Teacher ◽  
Training System ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Content Type ◽  
Teachers Training

PurposeThe purpose of this paper is to bare the peculiarities and challenges of the dual training (DT) of the future primary school teachers in the Republic of Kazakhstan. The above-mentioned problem is quite urgent, as the system of VET and DT is a rather new experience for Kazakhstani system of higher education. Thereby, the paper makes an effort to demonstrate the forms of organization of DT at teachers’ training university.Design/methodology/approachThe instruments for gathering information (data) for this study were various primary school teachers’ training curricula adopted by Kazakh State Women’s Teacher Training University; in particular, curricula of teaching practice. Various types of teaching practice during the entire learning period are provided by the state educational standards of higher professional education. Therefore, the research utilized a retrospective analysis that allows identifying the nature and specifics of the primary school teachers’ training curricula.FindingsThe paper points out the necessity to strengthen practical orientation of future primary school teacher through the synthesis of academic and educational processes (in school). It also presents the differences between the organization of teaching practice based on traditional and dual approach.Originality/valueThe authors suggest project curriculum of continuous teaching practice during the entire learning process on the example of the specialty 5B010200 Pedagogy and methodology of primary education in the context of DT and some results of its implementation.

scholarly journals MODELING THE DIGITAL LEARNING ENVIRONMENT FOR PRIMARY SCHOOL TEACHER TRAINING

2021 ◽  
Vol 81 (1) ◽  
pp. 180-191
Author(s):  
Людмила Гаврилівна Гаврілова ◽  
Олена Сергіївна Бескорса ◽  
Олена Євгенівна Ішутіна
Keyword(s):  
Teacher Training ◽  
Learning Environment ◽  
Primary School ◽  
School Teacher ◽  
Educational Resources ◽  
Primary School Teacher ◽  
Digital Learning ◽  
Next Generation ◽  
School Teachers ◽  
Digital Learning Environment

Over the past few years the processes of education informatization are tied with its digitalisation. The certain upgrades of electronic educational resources take place and the new era of learning tools – digital learning resources – is developing. The preference is given to the open educational resources that can work on any digital device, so they are digital educational resources. The article presents the experience of using the distance course “Digital Technologies for Teaching and Research” for primary school teacher training at State Higher Education Institution “Donbas State Pedagogical University”. The analysis of the practical use of the distance course and studying foreign scientific and methodological data sources proves the necessity of forming and developing the Next Generation of Digital Learning Environment (NGDLE). Five main functional domains of NGDLE are distinguished and analysed which ensure its full implementation: interoperability and integration; personalization; analytics, advising, and learning assessment; collaboration; accessibility and universal design. The model of digital learning environment for primary school teacher training is completely intuitive platform for integrating the virtual training of primary school teachers, conducting conferences and webinars, effective collaboration of scientists, university lecturers, university students and school teachers. The platform clusters are characterized (distance courses, digital teaching and learning resources, internet conferences, webinars, student and teacher e-portfolios, forum) which correlate with mentioned features of the Next Generation of Digital Learning Environment. It is proved that the Next Generation of Digital Learning Environment is developed due to evolving traditional learning management systems (LMS) and their similarity with the principles of open education and flexible personal learning environments.

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