Pre-Service Teacher Training in Classroom Management

2013 ◽  
Vol 37 (2) ◽  
pp. 106-120 ◽  
Author(s):  
Jennifer Freeman ◽  
Brandi Simonsen ◽  
Donald E. Briere ◽  
Ashley S. MacSuga-Gage
Keyword(s):  
Teacher Training ◽  
Classroom Management ◽  
Pre Service Teacher

scholarly journals Pre-service Teacher Training Programs in the Philippines: The Student-teachers Practicum Teaching Experience

EFL Journal ◽  
2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Mark Bedoya Ulla
Keyword(s):  
Teacher Training ◽  
Classroom Management ◽  
Student Teachers ◽  
Training Programs ◽  
Teaching Experience ◽  
Private University ◽  
The Philippines ◽  
Teaching Resources ◽  
Teacher Training Programs ◽  
Pre Service Teacher

Pre-service teacher training is one of the most important aspects of every teacher’s education curriculum as it prepares student-teachers to become qualified teachers in the future. This paper explored the pre-service teacher training programs in the Philippines through the practicum experience of the 21 junior and senior BSEd and BA English student-teachers from a private university in Mindanao, Philippines. Data were taken from classroom observations, group interview, and modified questionnaire. The findings revealed that there was a different standard policy of pre-service teacher training programs for BSEd and BA English. While BSEd-English concentrated on developing professional teachers for secondary schools, BA-English focused on developing not just teachers but professionals with exceptional communication skills. The student-teachers also reported some challenges in practicum teaching; classroom management, teaching confidence, and lack of teaching resources. Some solutions to overcome the challenges were suggested.

scholarly journals Case Study of the Integration of Digital Competencies into Teacher Preparation

2021 ◽  
Vol 13 (11) ◽  
pp. 6402
Author(s):  
Ján Záhorec ◽  
Alena Hašková ◽  
Adriana Poliaková ◽  
Michal Munk
Keyword(s):  
Teacher Training ◽  
Digital Literacy ◽  
Teaching Profession ◽  
Research Data ◽  
Research Survey ◽  
Teacher Trainees ◽  
Study Programs ◽  
Two Factors ◽  
Technological Competency ◽  
Pre Service Teacher

The requirements imposed on schools and the competencies of teachers change depending on the development of society, and currently their constant growth is considerable. These facts lead to the need to continuously innovate pre-service teacher training, especially with a focus on creating professional digital literacy. The creation of a proposal of an optimal model of pre-service teacher training in the field of teacher trainees’ professional didactic-technological competency development was the subject of the research, which is described in the article. The described research examined the importance of the integration of various kinds of digital didactic tools into pre-service teacher training curricula with regard to the successful performance of the teaching profession. The necessary research data were obtained on the basis of screening the opinions of teacher trainees in Slovakia and the Czech Republic (n = 280). The respondents of the research survey expressed, in terms of various aspects, their opinions on the importance of integrating the issue of working with specified kinds of the given digital means into the curricula of teacher trainees’ study programs. The obtained research data were analysed depending on three segmentation factors of the respondents, which were the nationality of the student (i.e., the COUNTRY of his/her study), the GENDER of the respondent, and the combination of these two factors, i.e., COUNTRY X GENDER. According to the achieved results, there is a need to include or strengthen the teaching of software applications such as ActivInspire, FreeMind, SMART Notebook, Google Docs and, if possible, Prezi and Mindomo, and also a need to emphasize the methodological aspects of the use of these technical means in teaching.

scholarly journals Classroom Management Problems Faced by Pre-Service Teachers Study Case: At Senior High School 1 of Plumbon

2018 ◽  
Vol 6 (1) ◽  
pp. 32
Author(s):  
Devi Siti Afiah
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Management ◽  
Student Teachers ◽  
Learning Process ◽  
Senior High School ◽  
School Students ◽  
Management Problems ◽  
Study Case ◽  
Pre Service Teacher

This research studied about classroom management problems faced by pre-service teacher. Pre-service teacher is student teachers before they have under taken any teaching. Before they are graudate, they have to accomplish teacher training subject. When they come to schools to teach students, they find so many new things, such as; the real instructional devices, students’s characters of senior high school, students’ responses in learning process. In this study, the writer investigated the students’ responses in learning process, and it become challanging for pre-service teacher to solve bed students’ responses. There are some classroom mangement problems that pre-service teacher faced, they are: students always lots of students played mobile phone, been lazy, had chat, been passive students during learning process.

scholarly journals Promoting Metacognitive and Linguistic Skills: Digital Learning Logs in Pre-Service Teacher Training

2021 ◽  
Vol 7 (4) ◽  
pp. 117-126
Author(s):  
Ana Otto ◽  
Beatriz López-Medina
Keyword(s):  
Teacher Training ◽  
Learning Process ◽  
Digital Learning ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Self Reflection ◽  
Linguistic Skills ◽  
Learning Logs ◽  
Pre Service Teacher ◽  
Learning Log

This paper reports on the implementation of digital learning logs in the context of pre-service teacher training in a distance university in Madrid. The learning log, which had been previously implemented in the subject as a learning tool, has proven to be especially useful in Covid-19 times since the students had to work more independently and could use it to reflect upon their learning without the conventional teaching they were used to. The paper has a two-fold aim: first, to analyze whether the learning logs helped in promoting students’ autonomy and self-reflection, and second, to observe whether they contribute to the development of their linguistic competence in English as a foreign language. Participants of the study (n= 47) are students of the Primary and Infant Education degrees, specializing in English teaching, whose L2 level ranges between B1 and C2. At the end of half term, they were given the possibility of completing a learning log to record their learning process, review concepts and be aware of potential learning gaps and needs, and act accordingly. For this purpose, and to encourage participation, L1 or L2 could be chosen as vehicular languages. Participants were asked to complete an online questionnaire on their experience using the logs, answering questions regarding the suitability of this tool to enhance their language skills and promote effective strategies to become independent learners. The data drawn from the questionnaires submitted (n=29) were later analyzed through SPSS. In addition, individual semi-structured interviews were carried out to collect information on those participants who had not completed the learning log (n=11). The findings of the study show that the vast majority of participants agree on the potential of learning logs as a useful tool to keep track of their learning process and to develop metacognitive awareness and linguistic skills.  

Treatment effects of an evidence-based teacher training on improving academic achievement and behavioral performance for children with aggression

2016 ◽  
Author(s):  
◽  
Chi-Ching Chuang
Keyword(s):  
Academic Achievement ◽  
Teacher Training ◽  
Classroom Management ◽  
Aggressive Behavior ◽  
Emotional Regulation ◽  
Treatment Effects ◽  
Evidence Based ◽  
Behavioral Performance ◽  
Social Emotional ◽  
School Year

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose this study was to examine the treatment effects of an evidence-based teacher training -- Incredible Years Teacher Classroom Management (IY TCM) -- for children with aggression. Specifically, treatment effects were expected to be demonstrated on both academic achievement and behavioral performance. Previous studies have accumulated evidence regarding the co-occurrence of children's aggressive behavior and academic failure (Darney et al., 2012; Reinke et al., 2008); the negative trajectories continue for them, indicating negative outcomes in adolescent and adulthood. When children enter school, they spend more time learning with peers and being supervised by school teachers. Classroom management has been demonstrated as a factor in either escalating children's aggressive behavior or decreasing those problematic behaviors (Reinke and Herman, 2002; Webster-Stratton et al., 2001). IY TCM trains teachers in evidence-based practices of effective practical behavioral management strategies, teacher-child relationship skills, parent-teacher collaboration, behavior plans addressing developmentally appropriate goals for individual students, and ways to promote students' emotional regulation, social skills and problem-solving skills. Previous studies about IY TCM were mostly conducted with other treatments of IY series. This study was one of the first studies to investigate treatment effectiveness of IY TCM. Participants included 1818 students (Grade K to 3) and 105 teachers from nine elementary schools in a large Midwestern school district. 52 teachers were randomly assigned to receive IY TCM, indicating 901 students in the intervention group. 74 % of the participated students are African American and 50 % of them received free reduced lunch (FRL). All outcome variables were assessed before and after intervention implementation. Results support the hypotheses associated with research questions one and two which indicated that higher levels of aggression as reported by teachers would be associated with lower academic achievement on both reading and math at the beginning of school year and the end of school year controlling demographic variables such as gender, FRL and race. A hierarchical linear regression analysis was conducted to examine the main effects and the hypotheses that baseline levels of aggression moderate the relationship between intervention status and outcomes. Results indicated a significant intervention status by baseline aggression interaction moderated children's math achievement. Additionally, significant moderation was found on children's emotional regulation and prosocial behaviors. Lastly, research question five and six focused on evaluating whether students with high level of aggressive behavior would demonstrate greater growth in academics and social emotional performance in comparison to less aggressive children in the treatment group. The hypothesis of greater improvement on academic achievement or social emotional performance for children with higher levels of aggression than their classroom peers post intervention was not supported. Further implication for practice and direction for future research based on the findings were discussed.

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