scholarly journals A Qualitative Study: Evaluation of Formation Education by Teacher Candidates, Mentor Teachers and Coordinators: An Example of Karabuk University/Turkey

2018 ◽  
Vol 6 (3a) ◽  
pp. 126
Author(s):  
Nurhayat Çelebi ◽  
Ömer Aydoğdu ◽  
Münevver Yalçınkaya
Keyword(s):  
Teacher Candidates ◽  
Research Study ◽  
Teaching Practice ◽  
Mentor Teachers ◽  
Ministry Of Education ◽  
Practice Schedules ◽  
Study Evaluation ◽  
Turkish Higher Education ◽  
The Mean ◽  
The University

The aim of this study was to learn the opinion of the teacher candidates who study pedagogical formation in Karabuk University in 2016-2017 teaching session, as well as mentor teachers and coordinators who lead them during the teaching practices at schools. This research study is mainly based on qualitative techniques. Working group of this study is composed of 155 teacher candidates, 56 mentor teachers and 16 coordinators. Three open-ended questions were given to the teacher candidates, mentors and coordinators for collection of data. The data were evaluated as in the mean of content analysis. According to the findings, teacher candidates expressed that “mentor teachers and coordinators at schools of implementation had a positive and supportive attitude towards them” while some of the candidates were expressing that “mentor teachers are not supportive.” Mentor teachers and coordinators found teacher candidates’ attitudes positive and refined. Mentor teachers and coordinators mentioned negative references about teacher candidates. They said that teacher candidates didn’t use proper teaching methods, techniques and materials when the teacher candidates are teaching, and failed to manage and maintain classroom atmosphere and the intended lesson time. It is considerable that teacher candidates had also mentioned that “they were doing the same mistakes what their coordinators and teachers determined.” As a result, teaching practice schedules should be well arranged in the way of cooperation between the University and the National Ministry of education, which was suggested to the authorities in the Turkish Higher Education Board.

scholarly journals Support for teacher candidates and the edTPA

2020 ◽  
Vol 4 (2) ◽  
pp. 173-182
Author(s):  
Dia Gary ◽  
Dylan Thomas ◽  
Joseph Miller
Keyword(s):  
Best Practices ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Research Study ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
Passing Rate ◽  
Significant Difference ◽  
The Mean ◽  
Support Teacher

Equipping new teachers in today’s society is a noble and challenging task. Of late, many additional licensing standards for teachers create additional responsibilities for universities that provide pedagogy, knowledge, and content for teacher candidates. Identification of best practices that support teacher candidates on the Educative Teacher Performance Assessment (edTPA) is of interest to many teacher education programs. The purpose of this research was to analyze whether incorporating a mock edTPA had beneficial results on the passage of the edTPA. This study spanned fourteen ten-week quarters and included 688 teacher candidates who were preparing to become certificated teachers at a university in Washington State. The questions that were posited were: a) Does a capstone class requiring a mock edTPA benefit students? b) Which edTPA rubrics are the most challenging, and why are they challenging? This research study found that adding a mock edTPA prior to the student teaching experience did not produce a statistically significant difference in scores when compared to the group who received an embedded curriculum. When comparing the two different time periods, the passing rate was not significantly different and there was little difference in the mean scores of both groups.

scholarly journals Oriented to English: Motivations and Attitudes of Advanced Students in the University Classroom

2017 ◽  
Vol 39 (2) ◽  
pp. 139 ◽  
Author(s):  
David Shea
Keyword(s):  
Social Factors ◽  
Teaching Practice ◽  
Ministry Of Education ◽  
Learner Motivation ◽  
Sports Science ◽  
Advanced Students ◽  
Low Levels ◽  
Education Culture ◽  
The University

The orientation to English among university students in Japan is a complex and shifting amalgam of attitudes and experiences that shape engagement in the classroom. Although research on learner motivation has highlighted the instrumental value of EFL in terms of imagined identity and investment, motivation is also affected by social factors such as Ministry of Education, Culture, Sports, Science and Technology (MEXT) policy and teaching practice encountered prior to university entrance. In this paper, I report on a qualitative analysis of orientations among high proficiency advanced students in a 1st-year EFL class at a large university in Tokyo. Findings suggest that paths of study and admission routes varied widely, that a strong commitment to English was coupled with low levels of confidence, and that orientation seemed to shift noticeably after entering university, as students sensed the possibility of attrition and a reduced scope of English study. At the same time, students welcomed the chance to engage with content and build ideas in English as the role of the EFL classroom took on increased importance. 日本の大学生の英語への指向は一様ではなくその態度やこれまでの経験も様々であり、英語の授業に対する意欲も日々変化している。学習者の動機づけに関する研究は、自己効力感や自己投資に関するEFLの手段的価値を強調しているが、動機づけは同時に文部科学省の方針や高校における入試に対する指導法のような社会的要因にも影響される。本論文では、質的分析の方法を用い、東京の大規模なある大学の上級レベル１年生の英語授業における、学生の英語に対する姿勢を分析した。その結果、大学に入るまでの学習経験や入学形態は様々であること、英語に対する学習意欲は高い反面自信があまりないこと、燃え尽きの可能性や学習範囲の狭窄を感じ始め、大学入学後は英語に対する姿勢が著しく変わること等が分かった。しかし同時に英語で意見を構築する機会を好意的に受け入れ、EFLの授業の役割がより重要になる傾向が示された。

scholarly journals Partnerships in mathematics and science teacher preparation in Zimbabwe

2020 ◽  
Vol 2 (2) ◽  
pp. 39
Author(s):  
Alois Matorevhu
Keyword(s):  
Teacher Preparation ◽  
Research Evidence ◽  
Teaching Practice ◽  
Education Programme ◽  
Mentor Teachers ◽  
Collaborative Partnerships ◽  
Programme Implementation ◽  
Teachers College ◽  
The University ◽  
University Of Zimbabwe

<p class="ABS-C">Research evidence indicates that collaborative partnerships among stakeholders develop strong sense of ownership, interest and commitment, which promotes successful programme implementation. Research evidence also supports that loose partnerships adversely affect programme implementation.  This study sought to explore the nature of partnerships among teacher education stakeholders in the pre–service Diploma in Education programme, offered at Teachers’ College S which is an associate of the University of Zimbabwe. Interviews with mentor teachers, pre-service teachers on attachment teaching practice/practicum, and head teachers were used to generate and collect data. Findings revealed existence of collaborative partnerships among Teachers’ College S, schools and the University of Zimbabwe. However, most mentor teachers expressed concern on absence of a policy guiding their operations. Recommendations to strengthen collaborative partnerships in pre–service teacher preparation were made.</p>

scholarly journals Partnerships in action: establishing a model of collaborative support to student and mentor teachers through a universityschool partnership

2016 ◽  
Author(s):  
Patti Silbert ◽  
Clare Verbeek
Keyword(s):  
Student Teachers ◽  
Teacher Development ◽  
Teaching Practice ◽  
Research Process ◽  
Mentor Teachers ◽  
Group Discussions ◽  
Support Programme ◽  
Mentoring Functions ◽  
Collaborative Support ◽  
The University

South African universities have a crucial role to play in helping reduce inequalities in schooling by preparing teachers for working across diverse school contexts. This article examines a pre-service teacher collaborative support programme generated through a twoyear action research process. The programme was designed to support student teachers and their school-based mentors during Teaching Practice through an existing university-school partnership. Using a qualitative analysis of journal entries and separate focus group discussions with student and mentor teachers we describe students’ and mentors’ responses to the collaborative support programme. The findings of the study suggest that a collaborative support strategy pitched at both the university and school is critical to support student teachers during their pre-service teaching, especially in socially and educationally challenging contexts. Joint responsibility for initial teacher development requires a reconceptualisation of the role of the mentor teacher, and a shift towards the distribution of mentoring functions from a few designated mentor teachers to include a wider range of teachers at the school.

scholarly journals Views of Teacher Candidates Views about Emergency Distance Education During the COVID-19 Outbreak

2021 ◽  
Vol 11 (2) ◽  
pp. 290-302
Author(s):  
ibrahim halil yurdakal
Keyword(s):  
Distance Education ◽  
Teacher Candidates ◽  
High Speed ◽  
Teaching Practice ◽  
Current System ◽  
Hybrid Education ◽  
Rapid Spread ◽  
Faculty Of Education ◽  
The University ◽  
Turkish Language

The COVID-19 virus, which emerged in 2019 and turned into an epidemic by affecting the whole world, has deeply shaken all humanitarian phenomena. Educational activities have also been affected by the epidemic process. As a result of the rapid spread of the epidemic, schools were closed in our country as well as all over the world, and education and training services started to be provided remotely. At the university level, students were taking common compulsory courses such as AİİT, English and Turkish Language with distance education before the epidemic, but with the epidemic, all courses were taken by distance education. Although the courses in question are conducted in a planned and programmed manner, a model closer to emergency distance education is applied in the current system rather than distance education. In this study, it was aimed to get the opinions of teacher candidates from different branches studying in the Faculty of Education on emergency distance education and hybrid education. The research was carried out in a public university in the fall semester of the 2020-2021 academic year. It was carried out based on the qualitative research method. The study is based on the situation pattern. In determining the study group, “easily accessible situation sampling” was preferred due to the epidemic conditions. Views of 66 participants were received within the scope of the research. The data of the study was transformed into the “online form” format, and the data were collected online. The obtained data were read carefully, the codes were reached, and the themes were obtained by combining the relevant codes. Considering the opinions of the teacher candidates, it was concluded that problems such as system and internet speed were experienced during the emergency distance education process; emergency distance education was unsuccessful, especially in applied courses such as drama and teaching practice, and economically burdens the candidates as the process requires technological equipment and high-speed internet. In addition, it was revealed that the majority of the candidates did not know the hybrid education, and those who did only heard it by name, and suggestions regarding the process were made as a result of the research.

Sound Production Treatment for Acquired Apraxia of Speech: An Examination of Dosage in Relation to Probe Performance

2020 ◽  
pp. 1-16
Author(s):  
Julie L. Wambaugh ◽  
Lydia Kallhoff ◽  
Christina Nessler
Keyword(s):  
Retrospective Analysis ◽  
Sound Production ◽  
Apraxia Of Speech ◽  
Practice Schedule ◽  
Practice Schedules ◽  
Baseline Performance ◽  
The Mean ◽  
Number Of Treatment ◽  
The Impact

Purpose This study was designed to examine the association of dosage and effects of Sound Production Treatment (SPT) for acquired apraxia of speech. Method Treatment logs and probe data from 20 speakers with apraxia of speech and aphasia were submitted to a retrospective analysis. The number of treatment sessions and teaching episodes was examined relative to (a) change in articulation accuracy above baseline performance, (b) mastery of production, and (c) maintenance. The impact of practice schedule (SPT-Blocked vs. SPT-Random) was also examined. Results The average number of treatment sessions conducted prior to change was 5.4 for SPT-Blocked and 3.9 for SPT-Random. The mean number of teaching episodes preceding change was 334 for SPT-Blocked and 179 for SPT-Random. Mastery occurred within an average of 13.7 sessions (1,252 teaching episodes) and 12.4 sessions (1,082 teaching episodes) for SPT-Blocked and SPT-Random, respectively. Comparisons of dosage metric values across practice schedules did not reveal substantial differences. Significant negative correlations were found between follow-up probe performance and the dosage metrics. Conclusions Only a few treatment sessions were needed to achieve initial positive changes in articulation, with mastery occurring within 12–14 sessions for the majority of participants. Earlier occurrence of change or mastery was associated with better follow-up performance. Supplemental Material https://doi.org/10.23641/asha.12592190

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

Effect of Surgical Versus Pharmacological Decompression of Ludwig’s Angina on Airway Compromise among Nigerian Patients

2020 ◽  
Author(s):  
Ekaniyere EB
Keyword(s):  
Length Of Hospital Stay ◽  
Surgical Decompression ◽  
Airway Compromise ◽  
Inclusion Criteria ◽  
Hospital Stays ◽  
Ludwig’S Angina ◽  
The Mean ◽  
The University ◽  
Ludwig's Angina ◽  
Gender Type

Background: Even though the decompression of the cellulitis phase of Ludwig’s angina (LA) by surgical or pharmacological approach is well documented, it is unclear which approach is more effective. Objective: We aim to compare the outcome of treatment between surgical versus pharmacological decompression in patients with LA. Subjects and Methods: A retrospective cohort study was designed. Data were collected from the case notes of patients that met the inclusion criteria from 2004 to 2018 at the University of Benin Teaching Hospital, Nigeria.The data were age, gender, type of decompression approach, length of hospital stay (LOS) and airway compromise. Result: A total of 62 patients comprising 37(59.7%) surgical decompression group and 25(40.3%) pharmacological decompression group were studied. Thirty-six (58.1%) males and 26 (41.9%) females were studied. Their mean age and standard deviation were 40.6 years and 11.9 years respectively. The mean length of hospital stays between the pharmacological and surgical decompression groups were 8.05 days and 13.8 days respectively. The incidence of airway compromise in the surgical decompression group was 19.9% lower than that of the pharmacological decompression group (P=0.47), which was not significant. The type of decompression approach also failed to influence the incidence of airway compromise (P = 0.41). Conclusion: The use of surgical versus pharmacological decompression does not significantly alter the incidence of airway compromise in the management of LA. The Patients that had surgical decompression had a shorter stay in the hospital as compared to those who had pharmacological decompression. This was not statistically significant.

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