Student teachers’ beliefs about mentoring and learning to teach during teaching practice

2001 ◽  
Vol 71 (1) ◽  
pp. 57-80 ◽  
Author(s):  
Anneke Zanting ◽  
Nico Verloop ◽  
Jan D. Vermunt
Keyword(s):  
Student Teachers ◽  
Teaching Practice ◽  
Learning To Teach ◽  
Teachers Beliefs

scholarly journals Recognizing the needs – Student teachers´ learning to teach from teaching

2012 ◽  
Vol 4 (1) ◽  
pp. 92-107 ◽  
Author(s):  
Pernilla Nilsson
Keyword(s):  
Student Teachers ◽  
Professional Learning ◽  
Primary Schools ◽  
Teaching Practice ◽  
Learning To Teach ◽  
Primary Teacher ◽  
Primary Science ◽  
Science Student ◽  
Pedagogical Content ◽  
Insight Into

This paper is based on an exploration of the ways in which primary science student teachers recognize and learn about issues that shape their own professional learning. The paper discusses different perspectives of “knowledgebase needed for teaching” and Shulman’s concept of pedagogical content knowledge, and explores how elements of knowledge are to be recognized and further developed within primary teacher education. Primary science student teacher participants (n = 25) were stimulated to use portfolios as a tool to reflect upon situations within their six weeks teaching practice in pre- and primary schools in order to facilitate recognizing their knowledge needs. The results give an insight into what situations within the teaching practice that student teachers consider as important for their own learning to teach primary maths and science.

scholarly journals Learning to Implement Teaching Games for Understanding During Teaching Practice

2012 ◽  
Vol 18 (1) ◽  
pp. 15-26
Author(s):  
Alberto CRUZ ◽  
Chung LI ◽  
Kevin Wai Keung KAM
Keyword(s):  
Student Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Participant Observation ◽  
Teaching Experience ◽  
School Facilities ◽  
Learning To Teach ◽  
Reflective Process ◽  
Teaching Games For Understanding ◽  
Major Factors

LANGUAGE NOTE | Document text in English; abstract also in Chinese. The purposes of this study were to examine the process of learning to teach TGfU and the factors that influence student teachers to implement this approach during the teaching practice. 23 secondary student teachers who intended to try the approach in the teaching practices were purposely invited to take part in the study. Passive participant observation, formal and informal interviews, journal writing and document analysis were used to collect qualitative data. Data were organized and analyzed through inductive analysis and constant comparison. The participants equipped the knowledge of application of the TGfU through various learning channels: Trial teaching, observation of peer teaching and discussion among colleagues. Post-lesson reflections also helped to refine their practices. They spent much time in lessons preparation. They adopted “start and end with a game” lesson format and used facilitated questions between the game activities. Students, teaching experience, preparation, class management, school facilities and support were major factors influencing the implementation of TGfU. They emphasized the importance of the experiences of implementation and the post-lesson reflective process within the learning to teach process. Findings of the study hold implications for the practice of physical education teacher educators with respect to the learning to teach TGfU process. 本研究目的是探討學習教授領會教學法及影響實習老師於實習時實踐領會教學法的因素。二十三位實習老師參與是次研究。透過被動參與式觀察、正式及非正式訪問、老師反思日誌及文件分析等方法收集數據。然後以持續比較法分析資料。結果顯示實習老師透過不同學習模式掌握應用領會教學法知識。影響實習老師實踐領會教學法因素包括學生、教學經驗、準備、課堂管理、設施及支援。此等結果給予體育師資工作者培訓領會教學法多方面啟示。

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

scholarly journals “This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education

2020 ◽  
Vol 19 (10) ◽  
pp. 371-387
Author(s):  
Sue Garton
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Native Speaker ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Significant Shift ◽  
Snowball Sampling ◽  
Quantitative And Qualitative Research

The last 20-25 years have seen a significant shift in the views about what teachers need to know to be able to teach. This shift has led to new developments in the theory of second language teacher education (SLTE) and a growth in research in this area. One area of research concerns the attitudes and expectations of those learning to become teachers. While most studies in this area focus on teacher education programmes in BANA countries, this article looks at data from student teachers studying in Russia and Uzbekistan. The study employed a quantitative and qualitative research design, using a researcher-designed on-line questionnaire. Through snowball sampling, data from 161 students and recent graduates in the two countries were collected, analysed, and compared to investigate the content of SLTE programmes. The study identified what the novice teachers felt were the strengths and weaknesses of their programme, and what changes they would like to see. Results showed that while the respondents were mainly satisfied with their methodology, and theoretical linguistics courses, they felt the need for more practice, both teaching and language practice. The data also revealed that, in Uzbekistan in particular, the idea of global English struggles to take hold as native-speaker models remain the norm. The implications of the study underline the need for SLTE to explicitly link theory to practice and to promote the idea of varieties of English, rather than focus on native-speaker norms.

Sign in / Sign up

Export Citation Format

Share Document