The Emotional Dimension As Part Of Pre-Service Teacher Training Programmes

2017 ◽  
Author(s):  
Alexandrina Mihaela Popescu
Keyword(s):  
Teacher Training ◽  
Emotional Dimension ◽  
Training Programmes ◽  
Pre Service Teacher

scholarly journals REVAMPING PRE-SERVICE TEACHER EDUCATION UNDER NEW NCTE NORMS 2014: PERCEPTION OF B.ED. STUDENTS TOWARDS INCREASED DURATION OF COURSE

2017 ◽  
Vol 5 (6) ◽  
pp. 92-101
Author(s):  
Shabir Ahmed ◽  
Ahakesh Sharma
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Education Programme ◽  
School Education ◽  
National Council ◽  
Pre Service Teacher Education ◽  
One Year ◽  
Training Programmes ◽  
Pre Service Teacher

Today India is having one of the largest networks of schools in the world. School education is most important stage in the whole educational ladder and underwent transformation since independence. For say after independence government of our country stressed on quantitative expansion of school education so as to provide access of education to the students in their door steps but in 21st century focus is shifted from quantity to quality of school education. This shift of paradigm and ICT revolution made the job of teacher more demanding. Quality of school education is depending on quality and professional commitment of teachers and quality of teachers depend upon nature and type of pre-service teacher training to prospectus teachers. Keeping pace with the needs of present time, in 2012 Verma committee recommended number of changes in the pre-service teacher education programme and enhancing duration was one of them. Hence, National Council of Teacher Education (NCTE) came up with new regulation in 2014 under which duration of B.Ed. and M.Ed. was increased from initial one year to two years. The new NCTE regulations are implemented all over the nation from academic session 2015-2016. However, the implementation of new NCTE norms has given a way to the debate on the credibility of increased duration of both the courses. The present paper will appraise the probable benefits and issues related with the increased duration of the pre-service teacher training programmes as per the NCTE Regulations 2014.

Assessing environmental competencies of primary education pre-service teachers in Spain

2018 ◽  
Vol 19 (1) ◽  
pp. 15-31 ◽  
Author(s):  
Olaya Alvarez-García ◽  
Jaume Sureda-Negre ◽  
Rubén Comas-Forgas
Keyword(s):  
Teacher Training ◽  
Primary Education ◽  
Environmental Issues ◽  
Added Value ◽  
Content Type ◽  
Appropriate Treatment ◽  
The Difference ◽  
Spanish Universities ◽  
Training Programmes ◽  
Pre Service Teacher

Purpose In this paper, the results of an investigation aimed at analysing and comparing the environmental competences of future teachers undergoing training in two universities are presented. The purpose of this paper is to analyse the difference in the acquisition of environmental competences amongst two groups of students enrolled in two universities with different levels of introduction of the environmental education (EE) and sustainability contents in their curriculums. This objective is inserted into a wider finality: to provide recommendations regarding the redesign of pre-service teacher training curricula and learning programmes. Design/methodology/approach A specifically designed questionnaire was used in this study to analyse the environmental competencies of students in the final year of their degree in primary education in two Spanish universities. One of them had a highly environmentally oriented programme, and the other had a scarcely environmentally oriented programme. Findings Results show that no significant differences were observed in the results related to the greening level of the training programmes. Pre-service teachers have insufficient environmental knowledge, but with quite positive, responsible attitudes towards environmental issues, and pro-environmental actions that could be categorised as moderate. Results point to the need for further and better pre-service teacher training in environmental issues. Originality/value One of the main factors in the appropriate treatment of EE in schools is teacher training. Despite this principle being widely recognised, not all pre-service teacher training programmes adequately address EE. The added value of this paper is the comparison established between the students that followed a degree with a high impact of the environmental competences in its curriculum and another one that has very few references to these competences in the curriculum.

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.

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