A Survey of Evaluation Instruments and Procedures Used In California Teacher Training Institutions During The Directed Teaching Experience

Purpose The ongoing theory vs practice debate reinforces the problems facing teacher training institutions which need to challenge traditional programmes and work towards a tighter coherence between coursework and practical experience. Working more closely with schools to restructure teaching practice is necessary in order to create better tuition experience for students. The paper aims to discuss these issues. Design/methodology/approach This project is situated within an interpretivist paradigm and is qualitative in nature. A sample of four South African education faculties was included. Semi-structured and focus group interviews were used to collect data from fourth-year BEd students, lecturers and in-service practitioners. Findings The findings indicated that the participants believed that the lack of actual classroom experience, and ineffective organisation of teaching practice, resulted in students feeling ill-equipped. Suggestions are made to improve the organisation of teaching experience and mentorship programmes. Originality/value This is an original research paper and it has value for teacher education.

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Transcending Monocultural Life Experiences for Pakeha Trainee Teachers

The New Zealand Annual Review of Education ◽

10.26686/nzaroe.v0i18.1548 ◽

2008 ◽

Author(s):

Linda Hogg

Keyword(s):

Teacher Training ◽

Life Experience ◽

Life Experiences ◽

Teaching Experience ◽

Future Research ◽

Case Method ◽

Self Awareness ◽

Interactive Performance ◽

Trainee Teachers ◽

Training Institutions

As New Zealand society becomes increasingly diverse, teachers remain a relatively homogenous group. It is important for teacher training to help prospective Pakeha teachers to transcend monocultural life experiences, to support their development as effective multicultural educators. International research evidences the lack of self-awareness which monocultural life experience can create, resulting in unconscious and unintended intolerance towards other perspectives and values. This article reviews three selected training strategies: teaching experience, case method and interactive performance, in relation to their potential in addressing this issue. It concludes by discussing implications for teacher training institutions and future research.

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An International Comparison of Pre-service Teacher Attitudes towards Inclusive Education

Disability Studies Quarterly ◽

10.18061/dsq.v27i4.53 ◽

2007 ◽

Vol 27 (4) ◽

Cited By ~ 15

Author(s):

Chris Forlin ◽

Umesh Sharma ◽

Tim Loreman

Keyword(s):

Teacher Training ◽

Inclusive Education ◽

Close Contact ◽

Teaching Experience ◽

Demographic Variables ◽

Confidence Levels ◽

Positive Attitudes ◽

Training Institutions ◽

Practical Experiences ◽

Teachers Attitudes

education of pre-service teachers in teacher training institutions in four different countries: Australia, Canada, Hong Kong, and Singapore. Using the Attitudes Towards Inclusive Education Scale (Wilczenski, 1995) and a series of demographic variables, this study concludes that pre-service teachers' attitudes towards inclusive education differ between countries across three factors which have been labeled academic and physical, social, and behavioral. Pre-service teachers in this sample are most positive about including students with social concerns. An examination of the items in this factor revealed that these issues, such as shyness, would rarely require immediate intervention and large amounts of extra time and effort on the part of the teacher in the same way that the behavior factor would, which rated low in terms of positive attitudes internationally. Demographic variables which can be emphasized by teacher training institutions such as close contact with a person with a disability, training, teaching experience, knowledge of policy and law, and confidence levels, all had a significant impact on attitudes. This paper argues that teacher training institutions should consider for inclusion in their programs practical experiences with inclusive education in positive and supportive environments, opportunities for students to experience success and reflection, and academic content regarding knowledge of policy and law relating to inclusive education.

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The responsibility of teacher-training institutions for the preparation of teachers in the technics of visual and other sensory aids: Abstract

PsycEXTRA Dataset ◽

10.1037/e590052009-365 ◽

1931 ◽

Author(s):

C. F. Hoban

Keyword(s):

Teacher Training ◽

Training Institutions

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How can we regulate the supply and at the same time improve the quality of candidates legally available to enter the public school service as "novice teachers"? C. How can we set up defensible policies and work out effective programs for the selective admission of entrants to teacher-training institutions

PsycEXTRA Dataset ◽

10.1037/e597312010-256 ◽

1930 ◽

Author(s):

Alonzo F. Myers

Keyword(s):

Public School ◽

Teacher Training ◽

Novice Teachers ◽

The Public ◽

Training Institutions ◽

Set Up ◽

Effective Programs

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Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces

Empirical Research in Vocational Education and Training ◽

10.1186/s40461-021-00117-z ◽

2021 ◽

Vol 13 (1) ◽

Author(s):

Dinavence Arinaitwe

Keyword(s):

Teacher Training ◽

Institutional Capacity ◽

Government Support ◽

Activity Systems ◽

Vocational Teacher ◽

Training Institutions ◽

Group Interviews ◽

Cultural Historical Activity ◽

Collaborative Activities ◽

The University

AbstractThe study aimed to identify and understand practices and strategies for enhancing learning through collaboration among a master’s degree in vocational pedagogy (MVP) program, vocational teacher training institutions (VTIs), and workplaces. Using in-depth semi-structured individual and focus group interviews, data were obtained from administrators, mentors, supervisors, students, teachers, officers/managers of the MVP, two VTIs, and four workplaces from central and eastern parts of Uganda. The data analysis was based on Engestrom’s cultural-historical activity theory (CHAT) particularly the concept of expansive learning for resolving contradictions within human activity systems. The findings revealed a need for involving actors in timely planning and disseminating the activity plans, increasing duration for collaborative activities as well as involving the students in the tracking of MVP activity record in fostering the institutional capacity to plan and implement collaborative activities. To strengthen the institutional capacity to supervise learning under collaborative activities, findings indicated a need to engaging workplace mentors and facilitators in learning at the MVP as well as joint supervision and collaborative development of supervision guidelines. To foster the communication between partners, the findings revealed a need to institute a collaboration focal person, providing feedback to collaborating actors and government support on a policy encouraging workplaces’ involvement in vocational training. Relationship issues revealed a need to initiate collaboration based on a signed memorandum of understanding as well as organising workshops and symposiums to equip and orient actors to MVP work methods and practices. Due to contradicting learning cultures and traditions amongst the activity systems, some of the suggested strategies required renegotiating the system especially the university before being implemented to minimise further challenges.

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