scholarly journals Dynamics of Difficulties Experienced by Prospective Teachers of Psychology During Teaching Practice

Pedagogika ◽  
2017 ◽  
Vol 125 (1) ◽  
pp. 122-131
Author(s):  
Albina Saikauskienė ◽  
Tomas Lazdauskas
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Active Response ◽  
Qualitative And Quantitative ◽  
Quantitative Data Analysis ◽  
Pedagogical Competence ◽  
First Contact

In the opinion of authors involved in studies on teacher education, teaching practice is an essential period of professional development (Hormenu et al., 2014; Hussain et al., 2013; Kirbulut & Bektas, 2011) and personality transformation (Schoeman & Mabunda, 2012) that enables student teachers to develop their professional and classroom identity as well as strengthening knowledge of theory and practice (Lakateb, 2016; Morales Cortés, 2016). Therefore, an analysis of the experience gained during each practice, as well as its dynamics, is undoubtedly useful in developing an active response to the difficulties faced by the student teachers and in adjusting the training process in a way that convinces them they are sufficiently prepared to overcome these difficulties. This study is an analysis of the difficulties faced by prospective teachers of psychology during their teaching practice and the dynamics of such difficulties. We have analysed the reflections of two teaching practices of the previous two years undergone by the same student teachers (n = 34). In the study, we applied qualitative and quantitative data analysis methods. The analysis of the results shows that during the practice students usually doubt their skills and competences in confronting difficulties in classroom management such as first contact with pupils, attention management, involvement in activities, response to misbehaviour, maintenance of discipline etcetera. The quantitative analysis of the confronted difficulties shows that the proportion of the experienced difficulties does not change from one practice to another (McNemar test χ2 < 3.84). More than half (56 %) of students pointed out the same difficulties faced during the first and the second practice. Although some student teachers assess their pedagogical competence as improved, it remains unclear why a meaningful reduction of the difficulties reported after the first practice does not take place in the second practice. The results suggest more research is needed into the dynamics of difficulties experienced by student teachers and into planning new ways to develop professional competences.

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 Teaching Practice in B. Ed: Prospective Teachers’ Perception of Theory and Practice

2017 ◽  
pp. 41-51
Author(s):  
Farhat Khanam ◽  
Sana Akhtar
Keyword(s):  
Content Knowledge ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Practical Implementation ◽  
Teacher Education Programs ◽  
Pedagogical Content ◽  
Course Work ◽  
Analysis Of Results ◽  
Structured Questionnaire

Teaching practice is the core component of whole teacher training process. This part not only allows prospective teachers to use their skills and enhance their abilities, but it also trains them for future job placement. Here the question arises that does teaching practice help prospective teachers to learn all teaching techniques, which is essential to gain mastery in teaching process or they get caught between the loopholes of theoretical ideal views and constraints of real classroom situations. The purpose of the study was to investigate the gap between theory taught during course-work and practical implementation of that knowledge during teaching practice. Another objective of the study was to assess the competency level of prospective teachers for teaching practice. It was hypothesized that prospective teachers do have sufficient content knowledge, awareness of pedagogical teaching strategies and teaching practice before the commencement of teaching practice. Sixty alumni of B.ED program, who passed out during last five years were randomly selected as samples for the following study. A structured questionnaire consisted of 25 items including content knowledge and understanding, pedagogical content knowledge, and application of gained knowledge and learned skills were designed to gather data. The questionnaire was based on a Lickert scale to gather responses. The data were analyzed by using the percentage method. After analysis of results, it can be recommended that teacher in-charges should also be assessed for their skills to apprise prospective teachers. Furthermore, there should be a comprehensive exam of prospective teachers before the commencement of teaching practice that should be designed and conducted under direct supervision of NACTE or its appointed team. It will be a great step to ensure quality teaching in teacher education programs.

Integrating Mathematics and Science Methods Classes With an Afterschool STEM Club

2018 ◽  
pp. 420-450
Author(s):  
Rachael Eriksen Brown
Keyword(s):  
Classroom Management ◽  
Elementary Mathematics ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Methods Course ◽  
Future Research ◽  
Mathematics Methods ◽  
Mathematical Ideas ◽  
Mathematics Methods Course ◽  
Mathematics And Science

This chapter describes a model of integrating an elementary mathematics methods course with an afterschool club in order to support pre-service teachers' development of a teaching practice. The goal of the model was to help pre-service teachers integrate theory and practice as well as begin to notice particular elements of a classroom and lesson. Details of the model, the course, and how the partnership with the elementary school was formed are shared. In addition, results from analyzing pre-service teachers' journal responses indicate most teachers focused on classroom management initially; however, writing shifted to focus on students' mathematical ideas and the purpose of play. Learnings with respect to teacher education as well as ideas for future research are discussed.

scholarly journals Analyzing student teachers’ use of theory in their reflections on mathematics teaching practice

2019 ◽  
Vol 32 (4) ◽  
pp. 563-588
Author(s):  
Wil Oonk ◽  
Nico Verloop ◽  
Koeno P. E. Gravemeijer
Keyword(s):  
Student Teachers ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
Two Dimensions ◽  
Theory And Practice ◽  
Primary Teacher ◽  
First Year ◽  
Theoretical Concepts ◽  
Analysis Instrument ◽  
Theory Use

Abstract This study was conducted among 269 student teachers at 11 primary teacher training colleges in the Netherlands. To investigate their competence in integrating theory and practice in their reflections on mathematics teaching, a learning environment was designed to evoke theory use in reflections on practice. To be able to systematically describe the use of theory, we distinguished two dimensions, which we called the nature and level of theory use. A Reflection Analysis Instrument was used to univocally code the nature and level of the student teachers’ theory use in the reflective notes of their final assessments into 1740 meaningful units. We found that nearly all student teachers used theory. However, they differed markedly in the way they linked theory and practice and with which depth they used theoretical concepts in their reflections. A remarkable finding of the study was the important influence of prior mathematics education on the nature and level of theory use, especially the low results of the third-year student teachers in their level of theory use. The outcome may have consequences for the design of the teacher education curricula and for the intake of first-year student teachers.

scholarly journals Physics Student-Teachers’ Challenges during Teaching Practice in Secondary Schools and Their Solutions: A Study of Federal University of Agriculture Makurdi

2021 ◽  
Vol 8 (4) ◽  
pp. 245-251
Author(s):  
Atsuwe, B. A ◽  
Nomji, E, V
Keyword(s):  
Secondary Schools ◽  
Classroom Management ◽  
Student Teachers ◽  
Teaching Practice ◽  
Primary Data ◽  
Chi Square ◽  
Chi Square Test ◽  
The Government ◽  
Descriptive Survey ◽  
Supervision Of Student Teachers

This study examined the challenges faced by student-teachers during teaching practice and their possible solutions in the Federal University of Agriculture Makurdi, Benue state, Nigeria. To achieve this, the descriptive survey research design was adopted. Four Research questions and four Research hypotheses guided the study. The sample of the study was drawn from five degree options out of the eight degree options in the College of Agricultural and science Education in the study area. Primary data were used for the study specifically obtained using well-structured questionnaire. Two hundred copies of the questionnaires were administered on the respondents and survey data analysed using descriptive statistics and Chi-square test. Results of the analyses showed that classroom management significantly affect student-teachers’ performance during teaching practice in secondary schools. The results revealed that curriculum development and instruction significantly affect student-teachers’ during their practice year. The result also revealed that supervision of student-teachers’ does greatly affect students’ teachers during their teachers during their teaching practice. The study recommends that Proper and maximal attention should be given to the classroom management by student-teachers’ in order to achieve the specific objectives at the end of the lesson in the classroom .There is need for the government to provide good library facilities and laboratories. Keywords: student-teachers’, Teaching practice, Challenges, Secondary Schools.

scholarly journals Classroom management: Applying appropriate strategies to enhance effective teaching

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Eko Purwanti ◽  
Gitta Vania
Keyword(s):  
Qualitative Research ◽  
Classroom Management ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Objectives ◽  
Research Approach ◽  
Self Confidence ◽  
Research Questions ◽  
Depth Interviews

The teaching and learning process should be conducted effectively so that students can obtain the learning objectives. In so doing, teachers should have the ability to deliver the teaching materials effectively by conducting good classroom management. In this case, as prospective teachers, pre-service teachers should manage the classroom well to maintain teaching effectively. However, handling classroom management is not easy, and therefore pre-service teachers should apply appropriate strategies in managing the classroom. This research aims to investigate the strategies that pre-service teachers use to overcome the problems in managing the classroom during their teaching practices in a private senior high school. A qualitative research approach was employed to answer the research questions, in which in-depth interviews were administered to collect the data. Besides, four pre-service teachers at an Islamic university in Yogyakarta volunteered as the participants in this study. This study’s results showed that the participants applied several strategies to respond to the problems emerging during their teaching practice. The strategies which these pre-service teachers applied to overcome the problems comprised 1) improving self-confidence, 2) preparing lessons carefully, 3) anticipating unpredictable situations, 4) responding to unpredictable questions wisely, and 5) handling with the students’ heterogeneity. Having various ways of handling classroom management, these pre-service teachers could deliver the lesson effectively. Therefore, this study is beneficial for those who are having teaching practice to keep the classroom run successfully.

scholarly journals Work Integrated Learning Online Enrichment Intervention Programme for Student Teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 59
Author(s):  
Valencia Tshinompheni Mabalane
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Teaching Practice ◽  
Research Question ◽  
Integrated Learning ◽  
Intervention Programme ◽  
Tertiary Institution ◽  
Main Research ◽  
Bachelor Of Education ◽  
Work Integrated Learning

The study is based on research conducted on work-integrated learning (WIL), also known as teaching practice during the online enrichment and intervention programme for final-year student teachers at a tertiary institution in Johannesburg. This programme was conducted from 2016 and modified in 2020 to enhance and improve the History methodology student teachers’ Pedagogic Knowledge and Pedagogic Content Knowledge (PCK), during the Corona virus pandemic using different online tools. Former students of the institution who are now teachers, school learners and a psychologist participated in the process of enhancing the student-teachers’ WIL. The purpose of the study was to explore the effectiveness of the online enrichment intervention programme in providing History student teachers with necessary teaching skills and to ensure readiness for WIL during the Covid -19 period. The main research question was: “To what extent can the online enrichment intervention programmes for student-teachers improve and enhance teaching practice before and during WIL in the context of covid-19?” Qualitative research methods of observation, interviews and document analysis were used with a sample of 90 Post-Graduate Certificate in Education (PGCE) and 4th year Bachelor of Education (BEd) students. The findings indicated that the online enrichment intervention programme improved student-teachers’ confidence, emotional readiness before and during WIL and the unfavourable circumstances in their classrooms. Student-teachers reported better understanding of the need for proactive planning for any circumstance or situation. Despite the constraints imposed by the pandemic, they observed changes in their conceptualisation of teaching, improvement in their interaction with learners, in classroom management, in their ability to implement different teaching strategies, resources and assessment tasks.

scholarly journals Tantangan Belajar-Mengajar Kalkulus: Studi Naratif pada Gaya Kognitif dan Self-Confidence Calon Guru

2021 ◽  
Vol 2 (1) ◽  
pp. 44-54
Author(s):  
Agus Suyanto
Keyword(s):  
Cognitive Style ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Teacher Competence ◽  
Embedded Figures Test ◽  
Self Confidence ◽  
Engineering Mathematics ◽  
Long Term Effect ◽  
Pedagogical Competence

In the 21st century, it was introduced with sains, technology, engineering mathematics (STEM). Routine aspects of current teaching practice have little time to discuss the basic concepts of calculus, while teacher competence in learning has a long-term effect on students. The purpose of this study was to determine how the challenges of teaching and learning calculus prospective teachers based on cognitive style and self-confidence. This research uses a qualitative approach, a narrative perspective, and a descriptive design. The research sample was selected purposively from seven prospective teachers in a university. Data were collected using the group embedded figures test (GEFT) for the category of cognitive style types, self-confidence questionnaires, and interviews regarding teaching and learning challenges. The result of the research is that the challenge of teaching and learning is a factor that arises due to mastery of mathematical content, pedagogical competence, experiencing anxiety, and learning experiences in mathematics class.

scholarly journals Abstracts: Teacher education

2007 ◽  
Vol 40 (4) ◽  
pp. 358-360
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching Practice ◽  
Cultural Knowledge ◽  
Theory And Practice ◽  
School Level ◽  
Teaching Beliefs ◽  
Diverse Classrooms ◽  
Secondary School Level ◽  
The Impact

07–615Dogancay-Aktuna, Seran (Southern Illinois U, USA), Expanding the socio-cultural knowledge base of TESOL teacher education. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 278–295.07–616Gonçalves, Maria de Lurdes (U Aveiro, Portugal) & Ana Isabel Andrade, Connecting languages: The use of theportfolioas a means of exploring and overcoming frontiers within the curriculum. European Journal of Teacher Education (Routledge/Taylor & Francis) 30.2 (2007), 195–213.07–617Kurihara, Yuka & Keiko Samimy (Ohio State U, USA), The impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English. JALT Journal (Japan Association for Language Teaching) 29.1 (2007), 99–122.07–618Poulou, Maria (U Patras, Greece), Student-teachers' concerns about teaching practice. European Journal of Teacher Education (Routledge/Taylor & Francis) 30.1 (2007), 91–110.07–619Santoro, Ninetta (Deakin U, Australia), ‘Outsiders’ and ‘others’: ‘Different’ teachers teaching in culturally diverse classrooms. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 13.1 (2007), 81–97.07–620Vacilotto, Silvana & Rhoda Cummings (U Nevada, Reno, USA; [email protected]), Peer coaching in TEFL/TESL programmes. ELT Journal (Oxford University Press) 61.2 (2007), 153–160.

Preservice Student-Teachers’ Perceptions of Themselves as Teachers- Experience from Teaching Practicum

2017 ◽  
Vol 6 (2) ◽  
pp. 330
Author(s):  
Vasiliki Fotopoulou
Keyword(s):  
Preservice Teachers ◽  
Identity Formation ◽  
Student Teachers ◽  
Teaching Practice ◽  
Transformation Process ◽  
Theory And Practice ◽  
Teaching Activity ◽  
Teaching Practicum ◽  
Teachers Perceptions ◽  
Third Stage

The importance and significance of the role of pre-service teachers’ education in building up their identity formation is well-recognized. This work investigates one dimension of this complex formation: how pre-service teachers perceive themselves as teachers in a pre-service teacher education compulsory course of teaching practice in Greece. An experience report from a teaching practicum is presented based on a qualitative analysis of anonymous questionnaires (N=144). Our analysis reveals that student-teachers are engaged in a process of transformation which encompasses from the academic preparation to the teaching reality. We identify three interconnected stages in this transformation process: i) first contact (e.g., choice and field of their studies, relation between theory and practice), ii) familiarization (e.g., get in touch with teaching activity, with the space and the operation of kindergarten, collaboration with teachers), and iii) function (e.g., interaction with pupils, acquiring experience, acting as teachers). According to the data analysis, preservice teachers tend to attribute greater importance to specific elements of each stage. More specifically, the choice and field of their studies as well as the teaching activity (planning, implementation and feedback) were underlined as very important elements in the second and third stage respectively, while a great number of preservice students highlighted the interaction with students in the classroom as well as their act and operation as teachers in the third stage. Summing up, our findings indicate that pre-service teachers perceive themselves as teachers through four-correlated to each other in a bidirectional manner- issues: the academic framework, the teaching activity, themselves acting as teachers, and the students. Furthermore, the aforementioned four issues point out that pre-service teachers’ perceptions are not stable but are subjected to a transformative process that take place during their teaching practice. Accordingly, the findings of this study could provide a conceptual framework that incorporates pre-service teachers’ perceptions and examine teachers’ identity formation from this specific perspective of pre-service studies.

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