scholarly journals Challenges and encouraging educational practices: Observations from field experiences

2014 ◽  
Vol 5 (2) ◽  
Author(s):  
Belete Mebratu
Keyword(s):  
Classroom Management ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
Field Experiences ◽  
Teacher Education Programs ◽  
Classroom Teachers ◽  
Development Programs ◽  
Course Work ◽  
Need Support ◽  
Management Changes

This study is an analysis of the reported observations of teacher candidates about the challenges and encouraging practices at schools following their field experiences visits required to meet course work and licensure for teaching.  The findings of the study indicate that the participants of the study observed that classroom teachers face the challenges of too much workload, meeting the needs of too many students who need support, lack of resources, classroom management, changes of curriculum and policies, and meeting the needs of diverse students. The candidates, however, are encouraged by their observations of the use and applications of a wide variety of instructional approaches, the prevalence of a culture of a community of learners and co-operations, discipline systems, applications of technology and inspiring teachers’ professionalism and commitment to make differences in the lives of their students. Ways of addressing the observed challenges include measures of providing support staff and assistants to the classroom teacher, supplying classrooms with adequate resources, efforts to involve parents and guardians in the education of their children and in the affairs of schools, refocusing teacher education programs on those reported areas of challenges classroom teachers face, and ongoing in-service trainings and professional development programs for teachers.  

scholarly journals Establishing Sustainable Teacher Education with Weekly School Practice - Identifying Teacher Students’ Experiences of Didactic Dilemmas in the Swedish Primary School Classroom

2020 ◽  
Vol 22 (1) ◽  
pp. 37-48
Author(s):  
Stellan Sundh
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
Teacher Candidates ◽  
Primary Schools ◽  
Teacher Education Programs ◽  
University Campus ◽  
First Semester ◽  
School Practice ◽  
Teacher Students ◽  
Lesson Content

AbstractTeachers face dilemmas of different kinds in their everyday practice. It is therefore essential that teacher students become aware of the dilemmas they will face in their future profession. By integrating school practice in teacher education programs, students apply theoretical knowledge to classroom situations. In a project at a Swedish university campus, the students worked as teacher candidates one day a week at different primary schools during their first semester. The purposes were to make the teacher education at the campus sustainable by attracting more students, limiting the number of dropouts and improving the quality in the education. In the present study, it is of interest to identify the didactic dilemmas teacher students experience in classrooms with 6 to 12 year-olds. By analysing the students’ written reports, the results indicate that the students’ identified dilemmas relate to classroom management, the lesson content and the establishing of relationships with the children.

Affordances of a Cyclical and Content-Specific Model of Collaborative Mentoring

2018 ◽  
pp. 117-141
Author(s):  
Danielle E. Dani ◽  
Allyson Hallman-Thrasher ◽  
Lisa M. Harrison ◽  
Kristin Diki ◽  
Mathew Felton-Koestler ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Field Experiences ◽  
Specific Model ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
University Courses ◽  
Clinical Educators ◽  
Collaborative Mentoring

One of the challenges of field-based teacher education is the perennial divide between university courses and field experiences. Collaborative mentoring is proposed as an approach to bridge this divide. The purpose of this chapter is to explore the affordances that a content-specific model of collaborative mentoring provides for achieving greater coherence within teacher education programs and nurturing stronger systems of partnerships between universities and schools. The chapter reports on research examining the benefits and challenges reported by teacher candidates, mentor teachers, and clinical educators who participated in the model.

scholarly journals Students and Teachers’ Metaphors about Classroom Teachers

2017 ◽  
Vol 7 (1) ◽  
pp. 245
Author(s):  
Nihal Yildiz Yilmaz
Keyword(s):  
High School ◽  
High School Students ◽  
Primary School ◽  
Research Methods ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
School Teacher ◽  
Primary School Teacher ◽  
Classroom Teachers ◽  
School Students

The purpose of this study is to identify the metaphors that primary, secondary and high school students and classroom teacher candidates and the classroom teachers have regarding their primary school classroom teachers. The phenomenology pattern as one of the qualitative research methods was used in the research. The study group was determined by the purposeful criterion sampling method. The basic criterion in the research is that the participants are in the final grade of elementary, secondary, high school and are in the undergraduate 3rd and 4th grade students classroom teachers education program, and the class teachers who are still working. Participants' answers to the question “My primary school teacher is like ... Because ...” were analyzed both by qualitative and quantitative research methods. According to the findings of the study, 167 metaphors were produced and they were grouped under ten conceptual categories. There were no significant differences in these 10 conceptual categories regarding the elementary, secondary and high school students, university students and classroom teachers. Obtained results point out that the influences of the teachers on the individuals are evident. These results may be shared with faculties of education and help to give the teacher candidates a proper training for educating their students with positive attitudes in the future.

scholarly journals Classroom Teacher Candidates’ Metaphoric Perceptions Regarding the Concepts of Reading and Writing: A Comparative Analysis

2017 ◽  
Vol 11 (1) ◽  
pp. 100
Author(s):  
Emine Gul OZENC ◽  
Mehmet OZENC
Keyword(s):  
Comparative Analysis ◽  
Elementary Education ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
Classroom Teachers ◽  
Negative Number ◽  
Reading And Writing ◽  
The Common ◽  
Phenomenological Design ◽  
Academic Year

The purpose of this study is to determine and compare candidate classroom teachers’ metaphoric perceptions about reading and writing. The study was conducted with teacher candidates who were studying at Omer Halisdemir University’s Department of Elementary Education in Nigde/Turkey during 2016-2017 academic year. A total of 266 1st, 2nd, 3rd and 4th grade candidate classroom teachers participated in the study. The study design was organized according to phenomenological design. According to the study findings, teacher candidates created 23 metaphoric categories in reading, 17 in writing and 15 in both reading and writing. The most categories developed by classroom candidate teachers on the concept of reading is necessity. As to writing; the most categories developed by classroom candidate teachers on the concept of writing is on expressing feelings. The category with the least metaphor about writing concept is the negativity and watching. The common metaphors used by the classroom teacher candidates regarding the concepts of reading and writing are mostly gathered in the categories of water and its derivatives and life. Whereas the category with the least common metaphors about is infinity. Another result of the research is that the teacher candidates produce a more negative number of metaphorical concepts in the writing concept. Metaphors on the concept of writing are outpouring, effusion and the man himself. As a result, metaphors can be used as a research tool to determine teacher candidates' perceptions and opinions about reading and writing.

scholarly journals Comparison of Students’ and Teachers’ Opinions Toward Digital Citizenship Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Hasan Tangül ◽  
Emrah Soykan
Keyword(s):  
Primary School ◽  
Citizenship Education ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
Descriptive Analysis ◽  
Research Approach ◽  
Digital Citizenship ◽  
Classroom Teachers ◽  
School Classroom ◽  
The Impact

The impact of the COVID-19 pandemic has led to the temporary interruption of educational activities in the classroom. Digitalization of the classrooms emerged as a need following that process. The objective of this study is to compare the digital citizenship levels of teacher candidates studying in the last year at the departments of classroom teaching and primary school classroom teachers and to reveal their needs. A total of 38 primary school classroom teachers and 27 classroom teacher candidates in the last year of teaching programs in North Cyprus participated in the research. This descriptive study was designed as a case study, which is a qualitative research approach. The data of the study were gathered within the frame of a grounded theory coding process and were analyzed through descriptive analysis, content analysis and the constant comparison technique. The digital citizenship levels of the classroom teachers and teacher candidates were analyzed according to the sub-dimensions of digital citizenship. As a result of the research, it was found that the digital citizenship sub-dimension scores of the classroom teachers were higher than the teacher candidates and that the teacher candidates needed digital citizenship education.

Adopt-an-Apprentice Teacher

2018 ◽  
pp. 367-394
Author(s):  
Timothy J. Murnen ◽  
Jonathan Bostic ◽  
Nancy Fordham ◽  
Joanna Weaver
Keyword(s):  
Teacher Candidates ◽  
Field Experience ◽  
Novice Teacher ◽  
Field Experiences ◽  
Subject Area ◽  
Clinical Settings ◽  
Classroom Teachers ◽  
Specific Field ◽  
The Impact ◽  
Content Pedagogy

The goal of this chapter was to explore the impact of a field-centric, grade-band, and subject-area specific field experience model that is linked to corresponding coursework on novice teacher candidates' conceptions of what it means to be a teacher. Grounded in the work of scholars such as Dewey, Piaget, and Vygotsky, this study explores three questions: What aspects of the Adopt-an-Apprentice program do teacher candidates view as beneficial to their understanding of the profession and their development as teachers? What benefits, if any, do classroom teachers derive from hosting teacher candidates in the Adopt-an-Apprentice program? What is the impact of grade band/subject-area field experiences on teacher candidates' conceptions of being a teacher? Using quantitative and qualitative surveys, the study illustrates how coursework linked to authentic application in clinical settings empowered novice teacher candidates to understand and engage content, pedagogy, and standards.

Community-Based Field Experiences in Teacher Education

2018 ◽  
pp. 348-366 ◽  
Author(s):  
Heidi L. Hallman
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Field Experiences ◽  
Professional Preparation ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Community Based

This chapter proposes the value of offering teacher candidates an opportunity to participate in community-based field experiences during their teacher education programs. Community-based field experiences, in contrast to traditional, classroom-based placements usually offered at this stage in prospective teachers' professional preparation, enable beginning teachers to conceptualize their own learning and the learning of their students in new ways. As part of teacher education programs, the community-based field experience serves a distinct purpose and place, and one that is often underexplored. This chapter describes the integration of community-based field experiences into teacher education programs and discusses the unique quality of community-based settings as potential sites for teachers' learning.

Engaging Emotions in Teacher Education Research

2019 ◽  
Vol 121 (13) ◽  
pp. 1-22
Author(s):  
Mary Louise Gomez ◽  
Amy Johnson Lachuk
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
New Teachers ◽  
Critical Reflection ◽  
Teacher Educators ◽  
Field Experiences ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Past ◽  
Course Work

Questions this chapter addresses include: What changes have teacher education programs attempted in the past in order to ameliorate the emotional struggles that prospective and new teachers undergo? What successes have been realized in these programs, and what criticisms have been made? How may teacher educators avoid what some scholars have called “false empathy” and encourage real compassion and knowledge of their students’ families, homes, and cultures so they may be more knowledgeable and skillful in communicating with students? How might future programs be improved in course work, field experiences, and other ongoing experiences of viewing, reading, and interacting with others? How can emotion be used as a mechanism for critical reflection about teachers’ identities and their understandings of youth identities?

scholarly journals Using Positive Behavior Role Plays to Prepare Teacher Candidates for the Classroom: An Exercise for Classroom Management

2020 ◽  
Vol 4 (2) ◽  
pp. p145
Author(s):  
Stefanie R. Sorbet ◽  
Candice Dowd Barnes
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
Classroom Environment ◽  
Teacher Candidates ◽  
Behavior Management ◽  
Classroom Behavior ◽  
Teacher Education Programs ◽  
Or Practice ◽  
K 12 ◽  
And Behavior

Teacher education programs across the country may infuse the latest research and resources of best practices in managing a classroom but there are not many opportunities to practice guidance and managing classroom behavior unless it arises while teaching in the actual classroom. There is not often a time or place to “practice” managing the classroom environment or practice encountering misbehavior until the actual situation arises within a field placement in an elementary classroom of students. Role play allows preservice teachers to practice guidance and behavior management of K-12 students in the college classroom.

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