scholarly journals Evaluation of Candidate Teacher Training Process from the Viewpoint of Mentor Teachers

2018 ◽  
Vol 6 (11) ◽  
pp. 12
Author(s):  
Ramazan Alabaş ◽  
İhsan Yılmaz
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Mentor Teachers ◽  
Training Process ◽  
National Education ◽  
Teacher Training Program ◽  
History Of ◽  
Managerial Knowledge

Teacher education has been one of the most debated topics in history of Turkish education. At the beginning of the teacher's career, the Turkish Ministry of National Education (MONE) implemented the Candidate Teacher Training Program in 2016, so the teachers accepted to the profession were qualified as “candidate teachers” and they were subjected to the training process. The aim of this research is to examine the opinions of the mentor teachers regarding the Candidate Teacher Training Program implemented by the Turkish MONE for the training of candidate teachers. This research, which is a qualitative case study, was conducted with the participation of 36 teachers who are mentors to candidate teachers within the Candidate Teacher Training Program in the schools, which were affiliated to MONE in Kastamonu province center and its districts. The data of the study were collected by means of a semi-structured interview form. The data obtained in the research were analyzed with descriptive analysis and content analysis approaches. Mentor teachers thought that the Candidate Teacher Training Program is beneficial because the program provided the candidate teachers with the opportunities to identify students, acquire educational-instructional competence, acquire managerial knowledge, and identify the school and the social environment. However mentor teachers stated that they have experienced some problems related to the process such as filling in forms, some problems resulting from the candidate teacher, and time inadequacy.

scholarly journals The GTTP Movement: Engaging young minds to the beauty of science and space exploration

2012 ◽  
Vol 10 (H16) ◽  
pp. 547-547
Author(s):  
Rosa Doran
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Science Teaching ◽  
Space Exploration ◽  
Support Network ◽  
History Of Astronomy ◽  
Global Level ◽  
Fast Growing ◽  
Teacher Training Program ◽  
History Of

AbstractThe Galileo Teacher Training Program (GTTP) is a living legacy of IYA2009. As a cornerstone of this important moment in the history of Astronomy, GTTP has managed to name representatives in over 100 nations and reached over 15000 teachers at a global level. The model used so far ensures sustainability and a fast growing support network. The task at hand is to engage educators in the use of modern tools for science teaching. Building the classroom of tomorrow is a promising path to engage young minds to the beauty of science and space exploration.

scholarly journals Examining Indonesian EFL Teacher Educators’ Views on Utilising L1 in L2 Classrooms

2020 ◽  
Vol 14 (2) ◽  
pp. 219-224
Author(s):  
Abid Abid
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Training Program ◽  
Teacher Educators ◽  
Structured Interview ◽  
Research Approach ◽  
Teacher Training Program ◽  
Efl Teacher ◽  
L1 Use ◽  
The Many

The research observed the role of the first language (L1) use in the second language (L2) classrooms in various Englishlanguage teaching (ELT) contexts. Among the many roles that L1 use played in L2 classrooms, which had been recognized, some drawbacks interfered due to unbalanced uses of both L1 and L2. To complement insightful findings presented in the existing literature on this L1 use topic, the research aims to explore L1 uses in English as a Foreign Language (EFL) L2 classrooms in a teacher training program in Indonesia. Applying a qualitative research approach, the research collected data from three English as a foreign language (EFL) teacher educators teaching an English speaking subject in an Indonesian university using a semi-structured interview protocol and a classroom observation fieldnote. Results show that all the participants share the same views on L1 in their L2 classrooms that its use is tolerated and mainly related to cognitive and pedagogical aspects. The research suggests that formal training seeking to arouse awareness on the role that L1 can play in L2 classroom is of necessity in the context of the EFL teacher training program in order to foster learners’ optimal L2 output. 

scholarly journals Evaluation of the teacher training program on the subject of social and national education developed for the basic stage in the Directorate of Education of the University Area: تقويم برنامج تدريب المعلمين على مبحث التربية الاجتماعية والوطنية المطوّر للمرحلة الأساسية في مديرية تربية لواء الجامعة

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Ahmad Yahya Kokash
Keyword(s):  
Public Schools ◽  
Teacher Training ◽  
Training Program ◽  
Statistical Significance ◽  
First Semester ◽  
Bachelor Of Science ◽  
National Education ◽  
Teacher Training Program ◽  
Basic Stage ◽  
The University

This study aimed to evaluate the teacher training program on the social and national education curriculum developed for the basic stage in the Directorate of Education of the University Brigade. The study followed the descriptive approach. The sample consisted of all new teachers in the public schools affiliated to the Education Directorate of the University's College in Amman during the first semester of the academic year 2017/2018, Where they numbered (100) teachers and teachers. In order to verify the objectives of the study, a questionnaire was prepared consisting of (23) paragraphs divided into (3) areas: trainer evaluation, evaluation of the content of the training program and evaluation of the results of the training program. The results of the study showed that the teachers' assessment of the training program in the field of developed social and national education curricula was high in all fields. The results did not show any statistically significant differences in the estimations of the training teachers of the training program due to gender but showed that there were differences of statistical significance according to the scientific qualification of the teachers attributed to those with a Bachelor of Science qualification

scholarly journals Towards a Sustainable Curriculum for ESAP Teacher Training Program: A Profile of ESAP Content Specialists’ vs. Language Instructors’ Needs

2018 ◽  
Vol 20 (2) ◽  
pp. 139-157
Author(s):  
Farzaneh Emadian ◽  
Javad Gholami ◽  
Mehdi Sarkhosh
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Low Income ◽  
Structured Interview ◽  
Service Needs ◽  
Teacher Training Program ◽  
Significant Difference ◽  
Teacher Training Programs ◽  
Language Instructors ◽  
Content Specialists

Abstract The first and most crucial step towards developing a sustainable curriculum for instructors teaching English for Specific Academic Purposes (ESAP) is a needs analysis. Therefore, the main aim of conducting this study was to investigate the in-service needs of language instructors and content specialists teaching ESAP and to spot the differences between the needs of these two groups in order to provide them with systematic treatments in ESAP teacher training programs. This mixed method study was designed on a qualitative-quantitative survey basis using a questionnaire, a semi-structured interview, and an observation checklist. The analysis of the data collected from 50 content specialists and 50 language instructors completing the questionnaires reveals that there is a significant difference between the in-service needs of these two groups, that is, language instructors desire more to be trained in an in-service ESAP teaching training program in terms of professional, procedural and personal needs. Furthermore, the results of the data obtained from the semi-structured interview and the observation of 20 of the above-mentioned instructors (i.e., 10 content specialists and 10 language instructors) indicate that language instructors have more difficulty selecting suitable materials, suffer more from low income, attitudinal difficulties and backwash effect compared to their counterparts teaching ESAP courses. It can be inferred that the results of the present study can sufficiently help the researchers to embark on an in-service teacher training program both for ESAP content specialists and language instructors based on their specific needs in the ESAP context.

Sign in / Sign up

Export Citation Format

Share Document