scholarly journals Supportive primary teacher beliefs towards multilingualism through teacher training and professional practice

2021 ◽  
pp. 1-17
Author(s):  
Sanna Pohlmann-Rother ◽  
Sarah Désirée Lange ◽  
Laura Zapfe ◽  
Daniel Then
Keyword(s):  
Teacher Training ◽  
Teacher Beliefs ◽  
Professional Practice ◽  
Primary Teacher

Application of Project-based Learning for Primary Teachers - A New Direction in Professional Training at Pedagogical Universities and Colleges in Vietnam

2020 ◽  
Author(s):  
Thi Tam Bui ◽  
T.T.H. Vu ◽  
Q.H. Le ◽  
Trong Luong Pham ◽  
T.M.A. Nguyen ◽  
...  
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Primary Education ◽  
Primary Teachers ◽  
Project Based Learning ◽  
Primary Teacher ◽  
Great Success ◽  
Learning Method ◽  
Teacher Training Program ◽  
Primary Teacher Training

Teaching staffs in general and primary teachers in particular have been proven to contribute to great success of the comprehensive renovation process in the current Vietnamese education system. Significantly, pedagogical universities specialized in primary education should predominantly pay attention to the quality of training and meet the requirements of society. In the case of Tay Nguyen University in Vietnam, lecturer staffs involved in training of primary teachers have made great efforts in applying new teaching methods. Furthermore, it has been used effectively in many parts of the primary teacher training program is the project-based learning method. In this paper, in addition to general theories about the project-learning method, we will present the advantages of applying the teaching method in the primary teacher training program in general and in the "Crafts and Techniques" module in particular at Tay Nguyen University. Finally, discussion process of applying project-based learning and project evaluation methods of primary education students in teaching this module are preferred.

scholarly journals Primary education teacher training policies of South Korea and Turkish Republic of Northern Cyprus

2015 ◽  
Vol 1 (2) ◽  
pp. 39
Author(s):  
Gülsün Atanur Baskan ◽  
Erim Atalar
Keyword(s):  
Teacher Training ◽  
South Korea ◽  
Primary Education ◽  
Research Data ◽  
Primary Teacher ◽  
Education Policies ◽  
Turkish Republic ◽  
Northern Cyprus ◽  
Training Policy ◽  
Primary Teacher Training

Abstract The aim of this study is to make proposals for the development of Northern Cyprus training teachers in primary education policies applied in the Turkish Republic. In the collection of research data, examining the document method was used.In this context; Among the most successful countries in international exams such as PISA and TIMSS, the structure of the institutions that train teachers for primary education, programs, teachers' selection and appointment process of the teachers were examined in South Korea.The study also examined the teacher training policy in primary education in the Turkish Republic of Northern Cyprus,consequently determine similarities and the differences were presented. Also in the light of the similarities and the differences found in primary teacher training policy applied in South Korea and the Turkish Republic of Northern Cyprus , Turkish Republic of Northern Cyprus has some suggestions.Keywords: Primary education, training policies, teacher.

LA CONSTRUCCIÓN DE LA IDENTIDAD PROFESIONAL DEL MAESTRO DE PRIMARIA DURANTE SU FORMACIÓN INICIAL. EL CASO DE LA UNIVERSIDAD DE BARCELONA

2017 ◽  
Vol 21 (1) ◽  
pp. 103-122
Author(s):  
Beatriz Jarauta Borrasca ◽  
María José Pérez Cabrera
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Teacher Identity ◽  
Teaching Practice ◽  
Primary Teacher ◽  
Teaching Staff ◽  
Initial Teacher Training ◽  
Primary Teacher Education ◽  
Education Degree ◽  
Educación Primaria

Resumen:¿Cómo se aprende a ser docente? ¿Cómo influye la formación inicial en la construcción de la profesionalidad e identidad como maestro? Ante estas preguntas, la investigación “Desarrollo del conocimiento profesional a través del plan de estudios del grado de maestro en educación primaria. Perspectivas del alumnado y profesorado” (EDU2012-39866-C02-02), pretende comprender los procesos que los estudiantes del Grado de Magisterio en Educación Primaria, de la Universidad de Barcelona, llevan a cabo para la construcción de su identidad profesional. Para ello, desde una metodología de carácter cualitativo basado en el estudio de casos, se aplicaron diversos instrumentos de recogida de información (tales como relatos, grupos de discusión y entrevistas) que permitieron un acercamiento desde la visión del estudiantado, del profesorado de universidad y del profesorado de centro escolar. A la luz de los resultados obtenidos, puede determinarse la influencia de sus experiencias previas, atravesadas por una elevada motivación que, a medida que avanzan en la formación, va adquiriendo tintes de realidad al asumir cada vez más una mirada desde el punto de vista de futuro maestro, y no tan anclada en la perspectiva del alumno. El hito de mayor relevancia en la construcción de su identidad se produce durante el practicum, pues es el escenario en el que se ponen en cuestión sus ideas, expectativas, preconcepciones… Acompañar la transición entre la idealización inicial de escuela y maestro hacia la recomposición de la profesionalidad y la construcción de su propia identidad, son funciones clave de la formación inicial. Abstract:How does one become a teacher? What makes a teacher? How does initial teacher training influence the development of professionalism and identity as a teacher? Faced with these questions, the aim of the research paper titled "The development of professional knowledge through the Primary Teacher Education Degree programme. Students’ and teachers’ perspectives" (EDU2012-39866-C02-02) is to understand the processes students undergo in the construction of their professional identity while pursuing a Primary Teacher Education Degree at the University of Barcelona. Following a qualitative type methodology based on case study, we used various data collection tools (such as stories, discussion groups and interviews) that allowed us to gain greater insight into the viewpoint of students, university teaching staff and cooperating teachers. In light of the results obtained, it is possible to determine the influence of previous experiences embedded in the high motivational levels of these students. Then, as they advance through their training, they begin to acquire hints of the reality of teaching and gradually assume a teacher’s frame of mind, less anchored in the student's perspective. The most important milestone in the construction of a teacher identity occurs during teaching practice; the setting in which a teacher’s ideas, expectations, preconceptions, etc. are put to the test. Accompanying the transition from the initial idealisation of the school and the teacher towards greater professionalism and the construction a teacher’s own identity are key functions of the initial teacher training.

Students' Perception of the Integration of Mobile Devices as Learning Tools in Pre-Primary and Primary Teacher Training Degrees

2020 ◽  
pp. 374-391
Author(s):  
Blanca García Riaza ◽  
Ana Iglesias Rodríguez
Keyword(s):  
Teacher Training ◽  
Mobile Devices ◽  
Learning Process ◽  
University Education ◽  
Primary Teacher ◽  
Learning Tools ◽  
Leading Role ◽  
Educational Processes ◽  
Changing Times ◽  
Primary Teacher Training

University education is nowadays facing the need to rethink teaching processes carried out, to accommodate them to new understandings about how the human beings learn, also transcending the use, access and appropriation of a methodology adapted to changing times where, no doubt, mobile devices have a leading role. Besides their obvious communicative and playful function, teachers and learners must be aware of the pedagogical potential of these devices that can become allies in educational processes. This study analyzes the perception of university students, enrolled in the Pre-Primary and Primary Teacher Training Degrees at the University of Salamanca (Spain), about the use of mobile devices as tools to assist the learning process and as gadgets to practice and boost the learning process carried out in the classroom. Relevant outcomes have been extracted from the inspection of the data obtained through a survey to students, what has enabled us to draw interesting conclusions about the opinion of students about the inclusion of mobile devices as learning resources at tertiary level, that unravel the good disposition of the students polled towards the incorporation of these devices, both to university classes as well as to their future professional development.

scholarly journals The Influence of Post Conflict Interventions Measures on the Reconstruction of Public Primary Teacher Training Colleges in South Sudan

2021 ◽  
Vol 5 (1) ◽  
pp. 30
Author(s):  
Peter Ador Riak Nyiel ◽  
Daniel Komo Gakunga ◽  
Rosemary Khitieyi Imonje
Keyword(s):  
Teacher Training ◽  
South Sudan ◽  
Humanitarian Assistance ◽  
Descriptive Statistics ◽  
Primary Teacher ◽  
Primary Data ◽  
Validity And Reliability ◽  
P Values ◽  
Post Conflict ◽  
Teacher Training Colleges

This study assessed the influence of humanitarian assistance post conflict interventions measures on reconstruction of public teacher training colleges in South Sudan. The study adopted a descriptive cross-sectional survey design and a total of 1953 respondents including the principals, tutors and teacher students from 3 registered and operational teacher training colleges in South Sudan. Stratefied random sampling technique was used to select 321 respondents as the sample size. Pilot study was conducted to asses validity and reliability of the instruments of the study. The study collected primary data using questionnaires and interview guides. The analysis was conducted using descriptive statistics like frequencies and percentages. Besides descriptive statistics, the study used inferential statistics including correlation and regression analysis. The results were presented using Tables and Figures. The study established that humanitarian assistance post conflict interventions measures (p<0.05) were all significant. Therefore, the study rejected the formulated hypothesis in favour of the alternative hypotheses since their p-values were all less than 0.05 as 5 per cent was considered as the level of significance in the study. Based on regression beta coeffecients and the p-values of the individual variables, the study concluded that humanitarian assistance post conflict interventions measures had positive and significant influence on reconstruction of public teacher training colleges. The study recommended that efforts or reconstructing teachers training college cannot bear fruits unless stakeholders including the humanitarian organizations have been actively involved.

scholarly journals Developing student teachers experience through critical reflection on placement

2019 ◽  
Vol 15 (5b) ◽  
pp. 31
Author(s):  
Bui Tran Quynh Ngoc
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Reflective Practice ◽  
Professional Practice ◽  
Critical Reflection ◽  
Ho Chi Minh City ◽  
Training And Research ◽  
Training Courses ◽  
Vital Component ◽  
Education Courses

Critical reflection shows a great potential in enhancing professional practice and can be considered as a vital  component of teacher training courses.  In the context of teaching placements, critical reflection can act as an important lens through which students can interrogate, share and compare their experiences. In agreement with Stephen Brookfield’s works (1995; 2005) which valued reflective practice as a mean of learning, this study applies critical reflection process to identify and analyse the ways student teachers have dealt with the incidents during their placement. This data, combining with assessment of students after placement collected by Department of Training and research of other lectures at  Ho Chi Minh City  University of Education, can produce an informative resource about placement for teacher training program.  The findings of this study might contribute to a better understanding of students’ placement experiences and then inform future curriculum improvement in teacher education courses of Ho Chi Minh City University of Education.

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