Student teachers’ experiences of action research-based projects: two cases within pre-service teacher education in Finland

2019 ◽  
pp. 1-15
Author(s):  
Marina Bendtsen ◽  
Gunilla Eklund ◽  
Liselott Forsman ◽  
Michaela Pörn
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Student Teachers ◽  
Teachers Experiences ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

scholarly journals Teaching in IP Schools: An Analysis of Teachers' Experiences as Input to Pre-Service Teacher Education

2021 ◽  
Vol 3 (4) ◽  
pp. 131-142
Author(s):  
Riza Reyteran
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Education Curriculum ◽  
Validity And Reliability ◽  
Indigenous Students ◽  
Teacher Education Curriculum ◽  
Teachers Experiences ◽  
Curriculum Monitoring ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The demand to make education inclusive requires assurance that the future teachers of indigenous students are fully equipped to handle multicultural classes. Hence, with an end goal of identifying inputs that could enhance pre-service teacher education, this study was conducted to determine the profile, experiences, knowledge, attitudes, and skills of the randomly selected teachers of indigenous students in the province of Occidental Mindoro. The data were gathered online through a questionnaire that underwent validity and reliability tests. Findings reveal that the teachers are graduates of bachelor of Elementary Education and have been teaching in the IP schools for not more than three years. The teachers frequently experience implementing the curriculum, monitoring student’s progress, and living with the IP community, and occasionally experience travelling to and from the IP community as they embark on the day-to-day activities of teaching their IP students. The knowledge, attitudes, and skills they have acquired from their pre-service teacher education curriculum have prepared them in teaching IP students. Five themes emanate from the teachers’ suggestions on how to enhance the pre-service teacher education curriculum such as inclusion of IP education, awareness program on the culture of Indigenous People, inclusion of IP language, training on how to handle combined or multigrade class, and conducting immersion activities in IP or minority schools. The College of Teacher Education may consider the suggestions of the teachers in reviewing and revising the existing curriculum of pre-service teacher education.

Difficulties in Field-Based Observation among Pre-Service Teachers: Implications to Practice Teaching

2016 ◽  
Vol 5 (2) ◽  
pp. 101 ◽  
Author(s):  
Maripaz C. Abas
Keyword(s):  
Teacher Education ◽  
Focus Group ◽  
Learning Environment ◽  
Student Teachers ◽  
Field Observation ◽  
Qualitative Data ◽  
Administrative Support ◽  
Cooperating Teachers ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

<span>Field-based observation has long been a central part of pre-service teacher education in many countries and is crucial for implementing effective practicum of student teachers. T</span><span>his paper focused on the perspectives of graduating pre-service teachers regarding their difficulties </span><span>related to </span><span>administrative support, cooperating teachers, student supervisors, students, peers, assigned tasks and learning environment during their </span><span>17-hour</span><span> field observation </span><span>in selected private and public secondary schools.</span><span> An explanatory sequential mixed-methods research design was adopted utilizing survey questionnaire, Focus Group Interviews, and Key Informant Interview. Quantitative data were obtained from 136 sample respondents through stratified random sampling using proportionate allocation while qualitative data were gathered from 10 pre-service teachers, 10 cooperating teachers, six student supervisors and three school principals who were chosen purposively. Results of descriptive statistical analysis served as  basis  for  the  design  of  qualitative interview and focus group schedules which helped the researcher to  explain, or elaborate on the quantitative results” [1]. Findings of the study showed that pre-service teachers had over-all moderate difficulties during the field observation particularly on students, assigned tasks and learning environment. Findings of the study were substantiated through in-depth discussions of qualitative data. Implications were determined for continued enhancements of the practicum component that can help bridge the theory–practice nexus in pre-service teacher education, and contribute to the development of teachers’ professional competencies</span>

An Analysis of Readiness of Education Students in the Use of Technology at Mississippi State University

2013 ◽  
Vol 4 (1) ◽  
pp. 75-87
Author(s):  
Vahid Motamedi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Research Question ◽  
Mississippi State University ◽  
State University ◽  
Major Question ◽  
Use Of Technology ◽  
Pre Service Teacher Education ◽  
Teacher Education Graduates ◽  
Pre Service Teacher

The purpose of this study was to analyze the readiness of pre-service teacher education graduates at Mississippi State University (MSU) in the use of technology. The design of this study was a survey approach. Data from the completed survey instruments was coded onto data sheets and was entered into the Statistical Package for the Social Sciences. Description statistics were used initially on the data to answer the research question. Chi-square was selected as a statistical tool because the data for the study was nominal and ordinal. The focus of the study promoted one major question and three sub-questions. The major question was: Are undergraduate teacher education graduates at MSU adequately prepared to teach with technology? The three sub-questions were: (a) which students seem to be the most and the least prepared to use technology in the classroom? (b) what are the differences between students who are prepared and those who are not? and (c) which experiences do the most prepared students have that the others do not? The analyses of the data indicated that students with a higher skill level had been exposed to teachers/instructors who used technology in teaching, whether in student teacher placement, practicum placement, or during the last two years of classes. The analyses of the data showed the courses student teachers took did not seem to make them more proficient in the use of technology. The study showed that there were student teachers who did not have exposure to the use of technology in courses they took. The findings of this study indicated that pre-service teacher education graduates were inadequately prepared in the use of technology.

scholarly journals Communicative Approaches in Teaching Spoken English Pre-service Teacher Education in EFL Contexts

2014 ◽  
Vol 1 (1) ◽  
pp. 17
Author(s):  
Helen Jang
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Student Teachers ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Ministry Of Education ◽  
English Classrooms ◽  
Spoken English ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Following on the education policy and curriculum innovations for spoken English development, there have been changes as well as challenges in English classrooms in Korea in recent years. In line with the new government policy for pre-service English teacher education, this research explored the nature of teacher learning during the practicum. The aims of this study were to understand the student teachers’ views and experiences of classroom practice period with regard to the use and instruction of spoken English in English classrooms. This research employed two case studies in urban and rural contexts during the intensive period of the practicum.  Data were generated by classroom observations in secondary schools and by in-depth interviews with the student teachers from the communicative perspectives: Contextual factors were taken into consideration in relation to the influence how the student teachers perceived and conducted teaching of speaking in accordance with the curriculum policy presented by the Ministry of Education. Based on the main findings of this research, implications were drawn the relationships between education policy and classroom practice and school contexts.  Suggestions were made as regards effective ways of facilitating teaching and learning spoken English reflecting the diversity and complexity of classroom contexts through context-sensitive approaches in EFL contexts. Keywords: Communicative Approach, Spoken English, Pre-service Teacher Education, EFL Contexts, case study

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