scholarly journals Assessment of the Educational Needs of Preschool Teacher Candidates as regards Teaching Practice

2021 ◽  
Vol 13 (2) ◽  
pp. 356-381
Author(s):  
Dervise Amca Toklu ◽  
Cigdem Hursen
Keyword(s):  
Classroom Management ◽  
Teacher Candidates ◽  
Qualitative Data ◽  
Teaching Practice ◽  
Training Programs ◽  
Descriptive Study ◽  
Educational Needs ◽  
School Teaching ◽  
Departments Of Education ◽  
Teacher Training Programs

The purpose of this study is to determine the educational needs of preschool pre-service teachers for teaching practice. In this descriptive study, a quantitative and qualitative blended method was preferred. 928 pre-service teachers who were enrolled at the Pre-School Teaching departments of Education Faculties of 3 different Universities in the 2018-2019 Spring Term attended the study. Findings obtained from quantitative and qualitative data revealed that pre-service teachers need training for the application of communication skills, classroom management, material use and evaluation methods. In this context, it is recommended to increase the number of practical courses in teacher training programs to improve the professional knowledge and skills of pre-service teachers. In addition, it should be ensured that pre-service teachers gain experience in teaching practices by extending their internship duration in preschool institutions.

Instructional Technology and Meaningful Learning

2018 ◽  
pp. 44-67 ◽  
Author(s):  
Esther Ntuli ◽  
Arnold Nyarambi
Keyword(s):  
Teacher Training ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Training Programs ◽  
New Technology ◽  
Pedagogical Practices ◽  
Pedagogical Strategies ◽  
Technology In Teaching ◽  
Teacher Training Programs

The use and importance of technology in teaching and learning processes is well established in teacher training programs and teaching literature; however, integration of technology in meaningful ways remains a challenge. For teacher candidates to be able to effectively integrate technology in the classrooms, they need to experience meaningful technology pedagogical practices during teacher training. This chapter synthesizes well-established and relatively new technology pedagogical strategies that could be used with teacher candidates. The aim is to provide a summary of research-based strategies for teacher educators interested in improving technology integration in their teacher training programs.

scholarly journals Examination of Music Teacher Candidates’ Opinions Regarding Distance Teaching Practice Course during the Pandemic

2021 ◽  
Vol 9 (4) ◽  
pp. 419-432
Author(s):  
Zeynep Yadigaroğlu
Keyword(s):  
Classroom Management ◽  
Teacher Candidates ◽  
Teaching Practice ◽  
Structured Interview ◽  
Music Teacher ◽  
Distance Teaching ◽  
Technical Problems ◽  
Assessment And Evaluation ◽  
Course Content ◽  
Advantages And Disadvantages

This qualitative study aims to determine the opinions of music teacher candidates in Turkey on distant “Teaching Practice” courses during the Covid-19 pandemic. The participants of the study consist of 27 music teacher candidates, 18 female and nine male, studying in the last year (4th grade) of the music teaching department in the 2020-2021 academic year. The experiences gained in the course, the advantages and disadvantages of the process, the problems encountered and solution suggestions were determined through a semi-structured interview form. The data were analysed by content analysis. Music teacher candidates stated that they learned how to create virtual course content and design material, learned distant classroom and time management, gained the ability to communicate remotely and gained self-confidence. While providing ease/comfort, financial savings, opportunity to repeat the course, ensuring the continuation of education, preventing virus spread, time/place flexibility, strengthening technological know-how, strengthening theoretical knowledge, reducing the excitement factor, and providing remote monitoring were considered as advantages of the distance education process by music teacher candidates, limited communication, unreliable assessment and evaluation, limited time and activities, Not being suitable for applied fields, leading to mental laziness, and lack of sense of reality were considered as disadvantages. Inability to provide classroom management and discipline, ineffective teaching, lack of communication, technical problems, lack of music lesson materials, students’ indifference, and not participating actively in the lesson are encountered in the distance teaching practice course. For the process to be carried out in a better way, music teacher candidates made suggestions such as compulsory attendance, reliable assessment and evaluation, creating micro-groups, diversifying music activities, designing fun activities, course content, and materials, troubleshooting technical problems, cooperation, assessment of students’ requests and attitudes, providing psychological support, and accelerating the transition to face-to-face education.

scholarly journals Examining Teachers View on Primary Teaching Practices Based on Co-Teaching Model

2017 ◽  
Vol 5 (11) ◽  
pp. 82
Author(s):  
Mehmet Turan ◽  
Betül Bayar
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Teacher Candidates ◽  
Equal Opportunity ◽  
Teaching Practice ◽  
Primary Teachers ◽  
Structured Interview ◽  
Teaching Model ◽  
Student Centered ◽  
Primary Teaching

The purpose of the two-teacher primary teaching model is to find a solution, to some extent, for the crowded classes and the classes in which the inclusive students study in primary school. Furthermore, it is aimed to increase the efficiency of the lessons, better take care of the inclusive students, implement the constructivist approach as required, collect the attention of the students who lost their attentions, support students who have difficulties in their studies, ensure that students who learn slowly can learn the lessons completely and increase the quality of education by giving additional studies to the students who learn quickly. The co-teaching model that can be considered as an alternative in solution of the educational problems can be used effectively in the crowded classes and the classes in which the inclusive students study. Moreover, this study can be considered as an alternative model so that the "Teaching Practice" lessons taken by the teacher candidates studying at the education faculty can be more qualified and efficient.The purpose of this study is to review the effectiveness of teaching practice in primary school based on co-teaching model. In this context, it was tried to determine the opinions of primary school teachers about the co-teaching model. To achieve this purpose, 12 primary teachers serving in the city center of Muş were determined as working group. In the study, the data were obtained by semi-structured interview method. Content analysis was used for the analysis of the data.According to the teachers' opinions obtained as a result of the study, the most important one of the problems experienced by the teachers during the teaching period is the crowded classes. It is concluded that in the crowded classes, the activities are not implemented at the desired level, it is not possible to allocate enough time for the students, incorrect and incomplete learning of students cannot be realized on time and it is difficult to give a student-centered education.As a result of the study, in order to ensure that the teaching practice can be efficient, it is concluded that the internship duration should be extended, the teacher candidates should be assigned more responsibilities, the teacher candidates should do internships in the rural schools and combined classes so that they can see different environments and they should carry out implementation-oriented studies rather than observation-oriented studies in this lesson.According to the teachers' opinions obtained as a result of the study, it is concluded that the co-teaching model will increase the efficiency of the lesson, the classroom management will be easier, this model will ensure that the students who fall behind and learn slowly can learn the lessons completely, the saving on time will be ensured, the opportunity to take care of students personally will increase, the workload of the teachers will decrease, the equal opportunity in education will be ensured by taking care of the inclusive students more than before and the faster and more practical solutions will be created for the problems to be encountered in the teaching process.

Characteristics of Superior and Average Special Education Teachers

1981 ◽  
Vol 47 (5) ◽  
pp. 357-363 ◽  
Author(s):  
David L. Westling ◽  
Mark A. Koorland ◽  
Terry L. Rose
Keyword(s):  
Classroom Management ◽  
Special Education Teachers ◽  
Special Educators ◽  
Training Programs ◽  
Professional Preparation ◽  
Classroom Teaching ◽  
Management Evaluation ◽  
Teacher Training Programs ◽  
Parental Interaction ◽  
Contrast Group

A questionnaire regarding current teaching practices and related experiences was sent to a group of designated “superior” special educators and a contrast group of “average” special educators. The questionnaire included the following areas: personal/professional data; professional preparation; classroom teaching activity; classroom management; evaluation; professional interaction; and parental interaction. The results are reported in terms of the items that (a) were answered positively by a majority of the superior educators and (b) resulted in significant differences between the two groups. Discussion is focused on the implications of the findings for teacher training programs.

scholarly journals The opinions of supervising teachers and teacher cadidates participated to teaching practice about professional competencyÖğretmenlik uygulaması dersine katılan uygulama öğretmeni ve öğretmen adaylarının mesleki yeterliklerine ilişkin görüşleri

2017 ◽  
Vol 14 (3) ◽  
pp. 3061 ◽  
Author(s):  
Aynur Yılmaz ◽  
Sevinç Namlı
Keyword(s):  
Classroom Management ◽  
Teacher Candidates ◽  
Teaching Practice ◽  
Theoretical Knowledge ◽  
Course Performance ◽  
Spring Semester ◽  
Case Study Design ◽  
Field Information ◽  
Supervising Teachers

The purpose of the research is to determine the opinions of the teacher candidates on the competence of the supervising teachers and the opinions of thesupervising teachers about the performances of the teacher candidates within the teaching practice lesson. The research was carried out in the spring semester of 2013-2014 academic years. The study was carried out on seven teacher candidates studying in the 4th grade at the Department of Physical Education and Sports Teaching of Kırıkkale University and six supervising teachers working in secondary and high schools. "Case study design” from qualitative research approaches was used in the research. Content analysis was used in the study. The competences of supervising teachers towards teaching practice lesson consists of the categories of “the ability of being effective in the orientation of teacher candidates”, “the ability of giving feedbacks to teacher candidates”, “the ability of providing information to teacher candidates in motivating children for lessons”, “the ability of expressing to teacher candidates which method and technique is used and why”, “the ability of giving information to teacher candidates about the lesson plans and programs” and “the ability of presenting effective classroom management to teacher candidates”. The professional competences of the teacher candidates were examined under two themes in terms of pedagogic and field information. As a result, the supervisingteachers found that the teacher candidates were inadequate in terms of theoretical knowledge for the branches.It has been found that the supervising teachers can provide feedback to the teacher candidates about the course performance presented in the class. Howeever; they said that they can not give enough knowledge to teacher candidates about preparing teacher plan and programme.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetAraştırmanın amacı, öğretmenlik uygulaması dersi kapsamında öğretmen adaylarının uygulama öğretmenlerinin yeterliğine ilişkin düşüncelerini ve uygulama öğretmenlerinin ise öğretmen adaylarının performanslarına yönelik görüşlerini tespit etmektir. Araştırma 2013-2014 Eğitim-öğretim yılı bahar döneminde yapılmıştır.Çalışma, Kırıkkale Üniversitesi Beden Eğitimi ve Spor Öğretmenliği Bölümü 4. sınıfta öğrenim gören yedi öğretmen adayı ile ortaokul ve liselerde görev yapan altı uygulama öğretmeni üzerinde gerçekleştirilmiştir. Araştırmada nitel araştırma yaklaşımlarından “durum çalışması deseni” kullanılmıştır. Çalışmada içerik analizi kullanılmıştır. Uygulama öğretmenlerinin öğretmenlik uygulaması dersine yönelik yeterlilikleri “Aday öğretmenlerin oryantasyonunda etkili olabilme, “öğretmen adayına dönüt verebilme”, “öğrencinin derse motive edilmesinde öğretmen adayına bilgi sağlayabilme”, “hangi yöntem ve tekniği niçin kullandığını öğretmen adaylarına açıklayabilme”, “ders plan ve programları hakkında öğretmen adaylarına bilgi sağlayabilme” ve “öğretmen adaylarına etkili sınıf yönetimi sunabilme” kategorilerini içermektedir. Öğretmen adaylarının mesleki yeterlikleri ise pedagojik açıdan ve alan bilgisi açısından yeterlik olarak iki tema altında incelenmiştir. Sonuç olarak uygulama öğretmenleri öğretmen adaylarınıbranşalara özgü teorik bilgi açısından yetersiz bulmuştur. Uygulama öğretmenlerinin ise sınıfta sunulan ders performansı hakkında öğretmen adaylarına geri bildirim sağlayabildikleri tespit edilmiştir. Ancak,ders plan ve programının nasıl hazırlanacağı kosununda öğretmen adaylarına yeterli bilgi veremedikleri görülmüştür.

scholarly journals Voice of EFL mentor teachers: Mentorship for mutual professional development.

2021 ◽  
Vol 8 (3) ◽  
pp. 986-1005
Author(s):  
Firima Zona Tanjung ◽  
Bachrudin Musthafa ◽  
Yanty Wirza
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Professional Learning ◽  
Teaching Practice ◽  
Sampling Technique ◽  
English Teachers ◽  
Mentor Teachers ◽  
Coding System ◽  
Public And Private ◽  
School Teaching

This study aimed to report the voice of mentor teachers towards pre-service English teachers’ professional development viewed from relational, developmental, and contextual components during school teaching practice programs. The study employed a descriptive case study. Utilizing the purposive sampling technique, four mentor teachers from public and private junior secondary schools participated in this study. The instrument used was an interview protocol, and the data were collected through a one-on-one interview using a voice recorder for gathering a comprehensive perspective towards the pre-service English teachers’ professional learning. The data were analyzed by using a coding system and employing coding cycles. The findings showed that all components—relational, developmental, and contextual—were found. The mentor teachers voiced their perspective and stressed the developmental component because they found that the pre-service English teachers experienced hindrances both externally and internally regarding teaching performance, classroom management, and motivation. These hindrances contribute to their professional development. This present study result implies a policy implementation related to the synchronization between collaborating schools and universities. The synchronization can be in terms of preparing the mentor teachers and providing the pre-service English teachers a supportive mentorship. Furthermore, the collaboration between schools and universities is also required in the exchange of valuable sources concerning educational instruction trends such as evidence-based practices in peripheral contexts, English teaching for students with diverse cultural backgrounds and academic competencies, and dissemination of best practices that have been implemented in schools for the formulation of teaching theories being taught through course subjects at teacher education departments in the universities.

EVALUATION OF THE PRESCHOOL TEACHING PRACTICE I-II COURSE ACCORDING TO THE VIEWS OF THE PRACTICE TEACHERS AND THE STUDENT TEACHERS

2021 ◽  
Vol 6 (11) ◽  
pp. 1-20
Author(s):  
Semanur KADAKAL ◽  
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teaching Practice ◽  
Preschool Education ◽  
Teaching Experience ◽  
Teacher Candidate ◽  
Teaching Profession ◽  
Snowball Sampling ◽  
Practice Teacher

It is stated that one of the most important stages in the training of a teacher is that teacher candidates gain practical teaching experience in schools (Ünlüönen & Boylu, 2007). Together with the lecturers in the faculty, the people who will contribute to the training of the teacher candidate and guide the teacher candidate in the school dimension of the process, namely the application part, are the practice teachers. MoNE defines the practice teacher as "the teacher who has a teaching formation in the practice school, selected from among the experienced teachers, guides and counsels the teacher candidate in gaining the behaviors required by the teaching profession". Practice teachers should be open to collaboration, willing to introduce teaching-learning processes, and sharing (Coşkun & Yalın Uçar, 2012). Since the application students gained their first professional experience under the guidance of the practice within the scope of the Teaching Practice course, the practice teacher should understand the importance of this process and know his responsibility. Teacher candidates find the opportunity to apply the knowledge they have acquired at the end of their 4-year undergraduate education in a real environment for the first time. Based on these points, the aim of this study is to evaluate the opinions of preschool student teachers studying at the same university and practice teachers about their practices in preschool education institutions within the scope of the "Teaching Practice I-II" course. This research was carried out to determine the opinions of 10 pre-school teachers working in 5 state kindergartens randomly selected from Küçükçekmece, Bakırköy and Ataköy districts of Istanbul province and 10 preschool stundent teachers studying at a foundation university in Istanbul on Teaching Practice I-II courses. Within the scope of the research, two data collection tools, "Teacher Interview Form" and "Student Interview Form", were used. The teachers and student teachers were determined by using the "snowball sampling" method. In the research, semi-structured interviews were conducted with a total of 20 people, including 10 preschool student teachers and 10 practice teachers. While the student teachers found the education they received at the university as theoretical and they could not implement activities that might interest children in the classroom, the practice teachers stated that the presence of teacher candidates in their classrooms provided an advantage especially in terms of supporting them in art activities, but they did not find their classroom management dominance sufficient. While the student teachers found their communication with them good, they stated that the student teachers should improve themselves in the activity implementation processes.

An Investigation Into In-Service and Pre-Service Teachers' Understanding and Perceptions of Global Englishes in Taiwan

2021 ◽  
pp. 219-242
Author(s):  
Ethan Fu-Yen Chiu
Keyword(s):  
Teacher Training ◽  
Qualitative Data ◽  
Training Programs ◽  
Compulsory Education ◽  
Effective Communication ◽  
Standard English ◽  
Teacher Training Programs

This chapter examined in-service teachers' and pre-service teachers' interpretation, understanding, knowledge, and willingness of promoting Global Englishes. The results of quantitative and qualitative data indicated that the concepts of Global Englishes were more informally delivered than formal instructed channels. Both groups generally had the understanding and knowledge of Global Englishes. The majority of participants of this study preferred Standard English when selecting listening materials, but they were in favor of the idea of introducing Global Englishes into the curricula of the 12-year Compulsory Education. With the goal of achieving appropriate and effective communication, in addition to Global Englishes, ICC should be adequately developed and enforced. The focus of the chapter was to highlight the importance of training teachers with greater awareness and respect of English varieties and to disseminate the concept of Global Englishes at teacher training programs. Findings of the study have some important implications for the English curricula of 12-year Compulsory Education.

Enhancing foreign language teacher candidates’ oral proficiency: An international comparison

2021 ◽  
pp. 174549992110280
Author(s):  
Scott Kissau ◽  
Kristin J Davin ◽  
Chuang Wang ◽  
Helga Haudeck
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Teacher Candidates ◽  
Training Programs ◽  
Oral Proficiency ◽  
The United States ◽  
Target Language ◽  
Language Teacher ◽  
The Us ◽  
Teacher Training Programs

Despite the importance of advanced language proficiency when teaching a foreign language, little research has investigated the oral proficiency of aspiring foreign language teachers across multiple countries and what their teacher training programs do to enhance it. In response, the researchers collected and analyzed both quantitative and qualitative data from foreign language teacher candidates in Germany, China, and the United States. Results suggested that oral proficiency varies significantly both within individual teacher training programs and across nations. The teacher candidates from Germany demonstrated significantly greater oral proficiency in the target language than their Chinese counterparts, who in turn, demonstrated significantly greater oral proficiency than the US teacher candidates. Helping to explain these findings, the data suggested that foreign language teacher training programs have differing areas of focus. While the programs in Germany and China focused more attention on language development, the US program emphasized pedagogical skills. Implications for practice are discussed.

scholarly journals Pre-service Teacher Training Programs in the Philippines: The Student-teachers Practicum Teaching Experience

EFL Journal ◽  
2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Mark Bedoya Ulla
Keyword(s):  
Teacher Training ◽  
Classroom Management ◽  
Student Teachers ◽  
Training Programs ◽  
Teaching Experience ◽  
Private University ◽  
The Philippines ◽  
Teaching Resources ◽  
Teacher Training Programs ◽  
Pre Service Teacher

Pre-service teacher training is one of the most important aspects of every teacher’s education curriculum as it prepares student-teachers to become qualified teachers in the future. This paper explored the pre-service teacher training programs in the Philippines through the practicum experience of the 21 junior and senior BSEd and BA English student-teachers from a private university in Mindanao, Philippines. Data were taken from classroom observations, group interview, and modified questionnaire. The findings revealed that there was a different standard policy of pre-service teacher training programs for BSEd and BA English. While BSEd-English concentrated on developing professional teachers for secondary schools, BA-English focused on developing not just teachers but professionals with exceptional communication skills. The student-teachers also reported some challenges in practicum teaching; classroom management, teaching confidence, and lack of teaching resources. Some solutions to overcome the challenges were suggested.

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