scholarly journals Partnerships in action: establishing a model of collaborative support to student and mentor teachers through a universityschool partnership

2016 ◽  
Author(s):  
Patti Silbert ◽  
Clare Verbeek
Keyword(s):  
Student Teachers ◽  
Teacher Development ◽  
Teaching Practice ◽  
Research Process ◽  
Mentor Teachers ◽  
Group Discussions ◽  
Support Programme ◽  
Mentoring Functions ◽  
Collaborative Support ◽  
The University

South African universities have a crucial role to play in helping reduce inequalities in schooling by preparing teachers for working across diverse school contexts. This article examines a pre-service teacher collaborative support programme generated through a twoyear action research process. The programme was designed to support student teachers and their school-based mentors during Teaching Practice through an existing university-school partnership. Using a qualitative analysis of journal entries and separate focus group discussions with student and mentor teachers we describe students’ and mentors’ responses to the collaborative support programme. The findings of the study suggest that a collaborative support strategy pitched at both the university and school is critical to support student teachers during their pre-service teaching, especially in socially and educationally challenging contexts. Joint responsibility for initial teacher development requires a reconceptualisation of the role of the mentor teacher, and a shift towards the distribution of mentoring functions from a few designated mentor teachers to include a wider range of teachers at the school.

scholarly journals THE ROLE OF SELF-REFLECTION FOR THE PERMANENT FORMATION AND DEVELOPMENT OF FOREIGN LANGUAGE TEACHERS

2016 ◽  
Vol 1 (3) ◽  
pp. 81
Author(s):  
Vilma Páez Pérez ◽  
Salvador Escalante Batista
Keyword(s):  
Student Teachers ◽  
Teacher Development ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Self Reflection ◽  
Process Outcomes ◽  
Teaching Learning ◽  
The University

ABSTRACT The importance of creating opportunities and means for the students to reflect on their own teaching practice is clearly seen in the results obtained by the students majoring in English at the University of Holguin. These students like the language and cherish the idea of becoming translators and interpreters but do not think the same about becoming teachers. It is, therefore, a hard task to motivate them to learn as much as possible from their practical teaching experience and seek for pre-professional development. Making the student- teachers aware of their strengths and weaknesses by a continuous reflection process on the teaching-learning process outcomes has proven its effectiveness. The results of a pilot study applied during the last three years are presented in this paper. KEYWORDS: pre-service teaching practice; self-reflection; teacher development.  

scholarly journals The University of Zambia School Teaching Experience: Is It Effective?

2014 ◽  
Vol 4 (2) ◽  
pp. 61-77
Author(s):  
Peter Chomba Manchishi ◽  
David Sani Mwanza
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Education Students ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Head Teachers ◽  
School Teaching ◽  
The University

Teaching practice exercises serve the purpose of orienting the teacher into real classroom situations where the novice puts his or her skills into practice. Education students at the University of Zambia (UNZA) go through the school teaching experience after their third year of study. This comes after they have arguably completed enough content and methodology courses to teach. The purpose of this study was to establish the effectiveness of the UNZA school teaching experience. The research instruments used were interview guides, observation checklists, and focus group discussions. The respondents included 80 serving teachers, 80 student teachers, and 10 head teachers drawn from 10 high schools in the Lusaka District. In addition, 10 lecturers from UNZA were also sampled. The findings revealed that the design and delivery of the UNZA student teaching experience was not effective.

Designing a pre-service CLIL teacher education program

2019 ◽  
Vol 64 (3 (253)) ◽  
pp. 173-193
Author(s):  
Katarzyna Brzosko-Barratt
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Mentor Teachers ◽  
Instrumental Case Study ◽  
Early Primary ◽  
The University

This paper is a part of a larger instrumental case study exploring the process of creating a CLIL teacher education program for early primary level at the University of Warsaw. The paper identifies some challenges related to program design and describes areas of growth of student teachers specifically related to CLIL planning instruction. The data were collected over a period of five years and included interviews and focused groups with student teachers, teacher educators and mentor teachers as well as the analysis of CLIL units created by the student teachers.

Teacher educators’ visions of pedagogical training within instrumental higher music education. A case in Finland

2014 ◽  
Vol 31 (2) ◽  
pp. 157-177 ◽  
Author(s):  
Marja-Leena Juntunen
Keyword(s):  
Music Education ◽  
Student Teachers ◽  
Teacher Development ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Qualitative Content Analysis ◽  
Vocal Music ◽  
Good Teaching ◽  
Structured Interviews ◽  
Pedagogical Training

The purpose of this study was to examine the visions of teacher educators of instrumental pedagogy (n = 12) in higher music education regarding ‘good’ teaching and instrumental student teacher preparation. The theoretical basis for the study was research on teachers’ visions (Hammerness, 2006): teachers’ own conceptions of ideal teaching practices. The data were gathered through semi-structured interviews and analysed by qualitative content analysis. The interviewed teachers’ visions of good teaching of instrumental pedagogy were closely related to their visions of good teaching of instrumental or vocal music, which they attempted to communicate to their student teachers. The process of teacher development was primarily understood as acquiring a package of skills and knowledge that are partly instrument specific, partly generic, and strongly influenced by the labour market. Teaching practice was considered essential, and was perceived as building connections between theory and practical application. The findings support prior research within Nordic teacher education (Hammerness, 2012), in that faculty members’ visions related to teaching are individual and only partly negotiated with their colleagues.

scholarly journals Experiences of LNU Neophyte Teachers: Cues for a Viable Mentoring Program

2018 ◽  
Author(s):  
Evelyn Aguirre ◽  
Solomon Faller
Keyword(s):  
Teaching Practice ◽  
The Philippines ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Structured Interviews ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
The University ◽  
Lack Of Knowledge

The usefulness of teachers’ mentoring program cannot be underestimated. Some universities and colleges in the Philippines have been implementing this kind of program with different approaches, content, and scope. The extent of mentoring programs to improve teaching careers has been studied here and abroad. Results remain inconclusive. This case study with a phenomenological peg has explored the lived experiences of neophyte teachers through semi-structured interviews and focus group discussions. Their experiences in the first years of teaching were characterized by uncertainties, anxieties, struggles, and difficulties emanating from their lack of expertise on various aspects related to teaching practice, lack of knowledge about the culture and context of the university in which they were teaching, and lack of knowledge about the learners. With these specific inadequacies identified and the novice teachers’ implicit desire to be mentored, cues for a viable neophyte teacher’s mentoring program are drawn in the context of a teacher-training university.

Open Distance E-Learning Student Teaching Practice Mentorship Experience in Selected Secondary Schools in South Africa

2019 ◽  
pp. 256-277
Author(s):  
Ailwei Solomon Mawela
Keyword(s):  
South Africa ◽  
Secondary Schools ◽  
Student Teachers ◽  
Student Teaching ◽  
Teaching Practice ◽  
Single Case ◽  
Sampling Technique ◽  
Structured Interviews ◽  
E Learning ◽  
The University

Open distance learning (ODeL) approach is used worldwide to offer different qualifications. In studying towards obtaining a teaching qualification at UNISA, students are required to participate in teaching practice sessions before they can obtain their teaching qualification. This study aims at exploring ODeL institution student teachers' teaching practice experience in selected secondary schools in Vhembe District of South Africa. This qualitative single case study employed an interpretivism paradigm and personal theory of teaching practice. Convenient purposive sampling technique was used to sample six (n=6) student teachers from the University of South Africa who were currently conducting teaching practice in secondary schools during this study. Semi-structured interviews were used to collect data that was later analyzed through the use of themes and categories. The findings indicate a lack of knowledge, which requires ODeL student teachers to be trained prior teaching practice. Mentor teachers require professional development.

scholarly journals Opettajaopiskelijat suomalaisten alkuperää selvittämässä

2019 ◽  
Vol 3 (1) ◽  
pp. 63-81
Author(s):  
Jukka Rantala ◽  
Helena Thuneberg ◽  
Hannu Salmi
Keyword(s):  
Informal Learning ◽  
Student Teachers ◽  
Group Discussions ◽  
Interdisciplinary Instruction ◽  
Learning Modules ◽  
Interdisciplinary Knowledge ◽  
Attitude Scales ◽  
Students Attitudes ◽  
The University ◽  
The Impact

Artikkeli käsittelee opettajaopiskelijoilla (N = 160) toteutettua tiedonalalähtöisen eheyttämisen opintokokonaisuutta ja siihen liittyvää tutkimusta. Tutkimuksessa selvitettiin opiskelijoiden asenteissa ja tiedonalalähtöisen eheyttämisen valmiuksissa tapahtuneita muutoksia alku- ja loppukyselyn sekä tuottamistehtävien avulla. Opintokokonaisuus, joka koostui noin kymmenestä tunnista asiantuntijaluentoja sekä neljän kuukauden aikana opiskelijoiden keskenään ja opettajiensa kanssa käymistä ryhmäkeskusteluista, vahvisti opiskelijoiden uskoa kykyihinsä toteuttaa oppiaineintegraatiota. Varsinkin ne opiskelijat, joiden mielestä asiantuntijaluennot avasivat onnistuneesti eri tieteenalojen selitysperusteita, kokivat eheyttämisvalmiuksiensa kohentuneen. Kuitenkin myös opiskelijat, jotka eivät käyneet luennoilla kokivat hyötyneensä opintokokonaisuudesta. Tämä selittynee ryhmäkeskustelujen yhteydessä opiskelutovereilta tihkuneella tiedolla. Lisäksi opintokokonaisuuden yhteydessä tehdyn DNA-testin voi olettaa herkistäneen eheyttämisteemalle nekin opiskelijat, jotka eivät käyneet luennoilla. Tutkimus osoittaa tiedonalalähtöiseen eheyttämiseen keskittyvän opintokokonaisuuden mahdollisuudet opiskelijoiden eheyttämisasenteiden ja -osaamisen kehittäjänä. Solving the origin of the Finns: A study of the impact of interdisciplinary instruction in the perceptions of student teachers to carry out discipline-based integration Abstract: The article presents the study relating to a discipline-based integration course for student teachers (N = 160) carried out in the University of Helsinki between January and May in 2018. The content of the course was the origin of the Finns. Pre and post tests were conducted to obtain students’ perceptions of their own abilities relating to the discipline-based integration and their readiness to carry it out in the future. In addition to the attitude scales, the test included writing tasks to analyse students’ disciplinary and interdisciplinary knowledge. The course showed to increase students’ faith in their own abilities to fulfill discipline-based integration. Particularly, those students who valued the ten-hours of lectures on archaeology, philology, history and genealogy thought that their disciplinary-based integrative instruction ability was improved in consequence of the course. However, also those students who did not participate in the lectures experienced the course useful. Undoubtedly, they benefited from knowledge, which has trickled in connection with the group discussions from the fellow students during the course. Another explanation seems to be the results of personal DNA tests which increased students’ interest towards the theme of the course. The study indicates the potential of the discipline-based integrative course in fostering students’ attitudes and knowledge management for discipline-based integration. It also emphasizes the importance of blending the formal instruction with informal learning in forming significant learning experiences. Keywords: discipline-based integration, multidisciplinary learning modules, elementary teacher education, university pedagogy, informal learning

scholarly journals Assessing final year undergraduate student teacher on school based teaching practice at the Polytechnic of the University Malawi: a dual assessment process

2013 ◽  
Vol 3 (2) ◽  
Author(s):  
Elias Kaphesi
Keyword(s):  
Student Teachers ◽  
Student Teacher ◽  
Undergraduate Student ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Assessment Process ◽  
Individual Student ◽  
Mathematical Sciences ◽  
The University ◽  
University Of Malawi

The present study was an evaluation of assessment of fourth year undergraduate student teachers on teaching practice in secondary schools. The study was carried out in the Department of Mathematics and Statistics at the Malawi Polytechnic of the University of Malawi. A total number of 18 (14 males, 4 females) mathematical sciences education students of the Polytechnic of the University of Malawi were included in the study. The assessment grades and supervision comments were taken by using instruments designed and approved by the department. All the measurements were taken by observing a student teacher planning and delivering a lesson as part of a requirement of the degree of bachelor of education in mathematical sciences education of the University of Malawi. Obtained data was analysed and attempt was made to find out correlation between assessment grade and the supervision comments based on the observed lesson. A positive correlation of grades was observed with the comments made and that the grade given to each individual student was lower than what the comments suggests regarding the quality of the student.  The results raise the question of the validity and authenticity of assessment and supervision conducted by teacher educators. The results of the present study would be useful for teacher trainers/educators involved in assessing and supervising students during teaching practices.

scholarly journals Mentor teachers’ feedback role in improving the training of Grades 1-3 student teachers in South Africa

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Anna Johanna Hugo
Keyword(s):  
South Africa ◽  
Student Teachers ◽  
Teaching Practice ◽  
Education Institution ◽  
Vital Role ◽  
Mentor Teachers ◽  
Teacher Student ◽  
Service Training

Mentor teachers play a vital role in the pre-service training of teachers.  The role of mentor teachers assumes even more significance when the training is done at a distance education institution.  It is impossible for lecturers and university representatives to reach every teacher student during the weeks of teaching practice done at schools in a big country like South Africa.  The feedback obtained from the mentor teachers is thus important to train student teachers when they present their lessons during weeks of teaching practice at schools.  But the feedback from mentor teachers can also be used for the future training of student teachers.  Mentor teachers should, however, also be informed about their role as mentors for student teachers.  In this article the way feedback of mentor teachers could be used to improve the quality of the lessons of student teachers when offering language lessons in Grades 1 – 3, is discussed.           

scholarly journals FORMAÇÃO CONTINUADA DE PROFESSORES QUE ENSINAM MATEMÁTICA: conta e reconta para resolver problemas

2018 ◽  
Vol 24 (esp.) ◽  
pp. 20
Author(s):  
Maria das Graças Bezerra Barreto ◽  
Maria Elisabette Brisola Prado Brito ◽  
Angélica Fontoura Garcia Silva
Keyword(s):  
Elementary School Teachers ◽  
Teacher Development ◽  
Development Process ◽  
Teaching Practice ◽  
Sao Paulo ◽  
São Paulo ◽  
Education Department ◽  
School Teachers ◽  
Early Elementary School ◽  
The University

 Esse artigo tem como objetivo analisar o conhecimento do conteúdo matemático e dos alunos explicitados por professoras atuantes nos anos iniciais da Educação Básica durante um processo formativo.  Trata-se de uma parceria entre a Universidade e a Escola que promoveu estudos, vivências, observações e análises da prática docente. Esta pesquisa, de caráter qualitativo, envolveu a formação de sete professoras dentro da escola pertencente à Diretoria Regional de Educação de São Miguel Paulista, da Secretaria Municipal de Educação de São Paulo. A análise dos dados se pautou em autores da formação do professor, como, Ball. Thames e Phelps, Schön, Zeichner e Serrrazina e em autores que discutem mais especificamente a aprendizagem de Matemática, tais como, Vergnaud, Brizuela, Moreno, Nunes e Bryant entre outros. A análise desta investigação mostrou que o processo formativo, desenvolvido na perspectiva colaborativa contribuiu para a ressignificação de conhecimentos sobre contagem e resolução de problemas aditivos e seu ensino, sobretudo acerca das estratégias utilizadas pelos estudantes. Observou-se ainda, uma postura investigativa das professoras participantes sobre as discussões teóricas e suas eventuais aplicações práticas.Palavras-chave: Conhecimento Profissional.  Prática Docente. Contagem. Problemas Aditivos.CONTINUED EDUCATION OF MATHEMATICS TEACHERS: counts and accounts to solve problems Abstract: This article aims to analyze how the knowledge of mathematics content and of students is expressed by early elementary school teachers during a development process.   The study is a partnership between the university and the school where the readings, experiences, observations and teacher's practice analysis took place.  This research uses a qualitative approach and involved the development of seven teachers of a designated school, which belongs to the Regional Educational Directory of Sao Miguel Paulista linked to Sao Paulo's Municipal Education Department.  Data analysis was based on teacher development authors such as Ball, Thames and Phelps, Schon, Zeichner and Serrrazina, and on authors who specifically discuss mathematical teaching, such as Vergnaud, Brizuela, Moreno, Nunes and Bryant, among others. The analysis of this investigation showed that the development process taken under the collaborative perspective contributed to re-signify knowledge about counting and solving addition problems and their teaching, mainly with regard to the strategies used by students. It was also noticed the investigative attitude demonstrated by the participating teachers about the theoretical discussions and their possible practical applications.Keywords: Professional knowledge.  Teaching Practice. Counting. Addition Problems.FORMACIÓN CONTINUADA DE PROFESORES QUE ENSEÑAN MATEMÁTICAS: cuenta y recuenta para resolver problemas Resumen: Ese artículo tiene como objetivo analizar el conocimiento del contenido matemático y de los alumnos explicitados por profesoras actuantes en los años iniciales de la Educación Básica durante un proceso de formación.  Se trata de una alianza entre la Universidad y la Escuela que promovió estudios, vivencias, observaciones y análisis de la práctica docente. Este estudio, de carácter cualitativo, involucró la formación de siete profesoras dentro de la escuela perteneciente al Directorio Regional de Educación de São Miguel Paulista, de la Secretaría Municipal de Educación de São Paulo. El análisis de los datos se basó en autores de la formación del profesor, como Ball, Thames y Phelps, Schon, Zeichner y Serrrazina y en autores que discuten más específicamente el aprendizaje de Matemáticas, tales como Vergnaud, Brizuela, Moreno, Nunes y Bryant entre otros. El análisis de esta investigación mostró que el proceso de formación, desarrollado en la perspectiva colaborativa contribuyó para la resignificación de conocimientos sobre cuenta y resolución de problemas adictivos y su enseñanza, principalmente acerca de las estrategias utilizadas por los estudiantes. Se observó también una postura investigativa de las profesoras participantes sobre las discusiones teóricas y sus eventuales aplicaciones prácticas.Palabras claves: Conocimiento profesional. Práctica docente. Cuenta. Problemas adictivos.

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