School Experience in Initial Teacher Education: management issues for headteachers of primary schools

1995 ◽  
Vol 15 (3) ◽  
pp. 313-328
Keyword(s):  
Teacher Education ◽  
Primary Schools ◽  
School Experience ◽  
Initial Teacher Education ◽  
Education Management ◽  
Management Issues

scholarly journals An Exploration of an Induction Programme for Newly Qualified Teachers in a Post Primary Irish School

2020 ◽  
Vol 7 (1) ◽  
pp. 19-25
Author(s):  
Michael Nally ◽  
Brian Ladden
Keyword(s):  
Teacher Education ◽  
Teacher Induction ◽  
Primary Schools ◽  
Initial Teacher Education ◽  
First Year ◽  
Peer Observation ◽  
Qualified Teachers ◽  
Whole School ◽  
The Individual ◽  
Newly Qualified Teachers

AbstractThe Irish Teaching Council introduced a new model of school-based and National Induction Programme for Teachers (NIPT) called Droichead (meaning ‘bridge’ in Gaelic) in 2013/14. The Droichead process is an integrated professional induction framework for newly qualified teachers. It was designed to provide whole-school support for teacher induction in both primary and post-primary schools. This study explores the implementation of Droichead in a post-primary school, and to gain insights as to its effectiveness and the potential to bring about improvements.The study found that NQTs are un-prepared to assume full teaching duties after initial teacher education (ITE), and can benefit greatly from having mentors from within the school to guide them through their first year of teaching. The benefits of the process include emotional support for NQTs, practical help in terms of learning new teaching strategies, the promotion of reflective practice and assisting the professional development of teachers. Droichead was found to promote peer observation and can help leaders change the culture of an organisation to better embrace and support peer observation and review. The programme also promoted and developed leadership skills among the mentors, who cited a renewed enthusiasm for teaching from their involvement in Droichead. There were conflicting views on the involvement of the senior leadership team in the programme, and it would seem that the success of their inclusion depends largely on the individual style of leadership. The negative aspects of the Droichead process related to the ‘Cluster meetings’which are compulsory for NQTs and were seen as being too similar to their initial teacher education.

scholarly journals Initial teacher education students' perceptions during a practicum in primary schools: a New Zealand experience

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jo Fletcher ◽  
Chris Astall ◽  
John Everatt
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Primary Schools ◽  
Quantitative Data ◽  
Online Survey ◽  
Critical Role ◽  
Mentor Teachers ◽  
Initial Teacher Education ◽  
Content Type ◽  
Practical Implications

PurposeThis paper is aims to mentor initial teacher education (ITE) students during their practicum.Design/methodology/approachInformed by a social constructivist theoretical framework, an online survey was used to capture the breadth of quantitative data and the richness of qualitative responses relating to factors impacting student−teachers' experiences during practicums.FindingsQuantitative data indicate that many student teachers were positive about the practicum, but this varied across the type of school in which they were placed. The qualitative data analyses showed a greater in-depth understanding of the range of issues that impacted how student teachers are treated in their role as a mentee by the mentor and the wider school community.Practical implicationsBetter understanding the experiences of student teachers helps to inform ITE providers of the critical role that mentor teachers play in preparing student teachers. The practical implications are that strategies to develop deep and collaborative partnerships amongst ITE providers, mentor teachers and school leaders, which build stronger understandings of a mentor teacher's role, are critical in order to support student teachers.Originality/valueThis research study repositions the critical nature of effective mentoring of student teachers so that mentor teachers and ITE providers can be informed by the voices and lived realities of these student teachers. The mentoring relationship needs to be critically interrogated to provide a more even and supportive “playing field” for all student teachers.

scholarly journals Developing project skills in future prımary school teachers within the university-based initial teacher education

2020 ◽  
Vol 10 (6) ◽  
pp. 7-26
Author(s):  
Gulsum Sagyndykovna Ayapbergenova ◽  
◽  
Saniya Aydarkhanovna Nurgaliyeva ◽  
Nagima Assankhanovna Bissembayeva ◽  
Maira Pobedovna Kabakova ◽  
...  
Keyword(s):  
Teacher Education ◽  
Primary School ◽  
Empirical Data ◽  
Primary Schools ◽  
Initial Teacher Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Cognitive Component ◽  
Design Skills ◽  
Student’S T

Introduction. The authors investigate the problem of developing programme-specific competencies in future primary school teachers using project methodology in the process of initial teacher education. The purpose of the study is to assess the level of project skills in future primary school teachers and analyze the obtained empirical data. Materials and Methods. The research was conducted using the method of psychological and educational experiment. The empirical data included students’ essays and questionnaires. The sample consisted of students of Karaganda university named after academician E. A. Buketov and Pavlodar pedagogical university. The obtained data were interpreted and subjected to statistical analysis using the Student's t-test. Results. The authors have developed criteria and indicators for evaluating future teachers’ project skills in order to experimentally interpret their project activities. The identification of students' priorities for the choice of certain types of project activities determined the validity of the questionnaire. Frequency and percentage analyses revealed the insufficient level of project skills in future primary school teachers related to the following components: (1) the motivational component of programme-specific competencies; (2) the cognitive component; (2) the reflexive component. Conclusions. The results of the research showed that students demonstrated a low level of project skills, which can significantly complicate the process of improving the quality of initial teacher training for a new type of primary schools. Keywords Project activity of students; Formation of design skills; Special competence; Future primary school teachers; Initial teacher education; Modernization of education.

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