scholarly journals The Supervisory Practices in a Special Education Department s Teaching Practice Programme: The Perspectives of Student Teachers

2021 ◽  
pp. 1-12
Author(s):  
Oğuzhan HAZIR ◽  
Üzeyir Emre KIYAK
Keyword(s):  
Special Education ◽  
Student Teachers ◽  
Teaching Practice ◽  
Education Department ◽  
Supervisory Practices

scholarly journals IMPLEMENTASI PRAKTIK PENGALAMAN LAPANGAN BERBASIS LESSON STUDY MAHASISWA PENDIDIKAN MATEMATIKA FKIP UNLAM

Vidya Karya ◽  
2017 ◽  
Vol 31 (2) ◽  
Author(s):  
Elli Kusumawati
Keyword(s):  
Mathematics Education ◽  
Student Teachers ◽  
Lesson Study ◽  
Teaching Practice ◽  
Lesson Plan ◽  
Study Data ◽  
Lesson Plans ◽  
Learning Activities ◽  
Teaching Skills ◽  
Education Department

Abstract. Teaching practice (PPL) is one of the compulsory subjects weighing four credits held for three months at school. In the last two years, mathematics education department of FKIP ULM implement Lesson Study based PPL in six Junior High Schools in Banjarmasin. At this moment, Lesson Study is implemented in schools by teachers in order to foster and develop educator profession. The purpose of implementation of Lesson study based PPL Study is to give student teachers teaching skills and applying them in the classroom. The research method used is descriptive qualitative approach. Data collection used observation, interviews and Forum Group Discusssion. The research sample consisted of 4 mathematics education department students which are taking PPL program . The study was classified as action research-based Lesson Study. Data analysis refers to analysis of notes including lesson plans, observation and reflection. The results showed that the implementation of Lesson Study of four students started from Plan namely planning of lesson plans), Do namely implementation of lesson plan, observations results taking place during learning activities and the results of the reflection which was completed with suggestions for improvement of learning. Keywords: Lesson Study, PPL, plan-do-see Abstrak. Praktik Pengalaman Lapangan (PPL) adalah salah satu mata kuliah wajib berbobot empat sks yang dilaksanakan selama tiga bulan di sekolah. Pada dua tahun terakhir program studi pendidikan matematika melaksanakan PPL berbasis Lesson Study di enam SMP Negeri di Banjarmasin. Selama ini Lesson Study dilaksanakan di sekolah oleh guru dalam rangka membina dan mengembangkan profesi pendidik. Tujuan diterapkannya PPL berbasis lesson Study salah satunya membekali mahasiswa sebagai calon guru untuk berlatih menerapkannya di kelas. Metode penelitian menggunakan pendekatan deskriptif kualitatif dengan teknik pengambilan data berupa pengamatan, wawancara dan Forum Group Discusssion. Sampel penelitian terdiri atas 4 orang mahasiswa Prodi Pendidikan Matematika yang sedang melaksanakan PPL.  Ditinjau dari pelaksanaan penelitian, maka penelitian ini digolongkan dalam penelitian tindakan berbasis Lesson Study. Teknik analisis data penelitian kualitatif mengacu pada hasil catatan lapangan meliputi RPP dan catatan hasil observasi dan refleksi. Hasil penelitian menunjukkan pelaksanaan Lesson Studi empat orang mahasiswa mulai dari Plan yaitu perencanaan membuat RPP, Do yaitu pelaksanaan pembelajaran berupa hasil observasi di kelas selama pembelajaran berlangsung (tahap pembelajaran yaitu kegiatan awal, inti dan kegiatan akhir) dan hasil refleksi dilengkapi dengan saran perbaikan pembelajaran.  Kata Kunci: Lesson Study, PPL, plan-do-see

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.

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