The Extent of the Ability of Student-Teachers to Observe Talent Indicators: A Case Study of Pupils of Basic Education Department

2021 ◽  
Vol 11 (21) ◽  
pp. 45-67
Author(s):  
Amina Mohammed Osman Abdelrahman
Keyword(s):  
Student Teachers ◽  
Basic Education ◽  
Teacher Preparation Programs ◽  
Social Emotional ◽  
Education Department ◽  
Preparation Programs ◽  
Faculty Of Education ◽  
Primary School Pupils ◽  
Faculties Of Education

This study aimed at investigating the level of the student-teachers' awareness of indicators among Primary School pupils. To achieve this objective, the researcher used the descriptive analytical method. The study sample consisted of (42) fourth-year students in the Faculty of Education, Sudan University of Science and Technology who were being trained in basic schools and were selected using the purposive method. The questionnaire was designed and used to collect data related to talent indicators. The coefficient of correlation Pearson and the alpha Cronbach coefficient and test (t) were used for one group. The results revealed that the total degree of student-teachers' awareness was generally high. There were statistically significant differences between the student-teachers' awareness and pupils' cognitive, social, emotional and creative indicators. In the light of these results, it is recommended that attention should be paid to teacher preparation programs in the faculties of education, where the skills of dealing with talented pupils as well as observation skills of student-teachers should be developed. Keywords: degree of awareness, student-teacher, Basic Education Department, indicators, talent, basic pupils

Student Teachers' Experiences of Cultural Diversity During Student Teaching

2021 ◽  
pp. 98-118
Author(s):  
Abdulsalami Ibrahim ◽  
Shirley Johnson
Keyword(s):  
Student Teachers ◽  
Instructional Strategies ◽  
Student Teaching ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
Diverse Classrooms ◽  
Responsive Pedagogy

Multicultural education and culturally responsive pedagogy training should be within the core curriculum and begin in teacher preparation programs. This could be accomplished by providing opportunities for teacher candidates to research and acquire knowledge regarding cultural characteristics and cultural contributions of diverse students, pedagogy, instructional strategies, methods, and resources that support diverse student populations. This chapter presents the results of a mixed-method study that examined student teachers' perceptions and understanding of culturally responsive pedagogy and instructional strategies observed and utilized in classrooms during student teaching in diverse classrooms. Findings revealed that student teachers were inexperienced in terms of being culturally responsive educators. The authors suggest that educators engage student teachers in class projects within the scope of culturally responsive practices. The chapter concludes with a list of reflection questions for K through 20 educators.

Training Preservice Teachers to Match Assistive Technology to Student Needs

2020 ◽  
pp. 016264342091833
Author(s):  
Beth A. Jones ◽  
Maria Peterson-Ahmad ◽  
Melanie Fields ◽  
Nichole Williams
Keyword(s):  
Preservice Teachers ◽  
Assistive Technology ◽  
School Setting ◽  
Individualized Education Program ◽  
Training Session ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
The Impact ◽  
Training Case

Understanding how to appropriately choose, implement, and utilize assistive technology (AT) for students on an individualized education program (IEP) is imperative to success within a school setting and has been shown to improve with preservice teachers’ (PST) training. This study investigated the impact that a training session in which PST were exposed to a variety of AT devices/software in one university’s AT lab and given direct instruction in the Student Environment Tasks Tools (SETT) framework for selecting appropriate AT by working through a training case study would have on PST knowledge of AT and its selection. Sixty-eight PST participated in this study, and the results demonstrate that the training increased their ability to name specific AT items on a presurvey ( M = 3.56, SD = 14.88) compared to the postsurvey ( M = 9.57, SD = 25.14). The increase of number of devices and software named pre- and postsurvey was significantly greater than chance, t(67) = −7.64, p < .01). Most notably, participants could name the components of SETT on the postsurvey (94.12%) and apply the SETT framework to a hypothetical student, improving the quality and quantity of recommendations for the student. This study provides further evidence for inclusion of AT in teacher preparation programs.

Integrating Health Education into Teacher Preparation Programs: A Case Study

2003 ◽  
Vol 25 (2) ◽  
pp. 35-43 ◽  
Author(s):  
Liza Nagel ◽  
Donna Lockner ◽  
Chris Hollis ◽  
Gloria Napper-Owen
Keyword(s):  
Teacher Preparation ◽  
Health Education ◽  
Teacher Preparation Programs ◽  
Preparation Programs

scholarly journals Citizenship Education: The Perceptions of Social Studies Omani Student Teachers

2013 ◽  
Vol 7 (4) ◽  
pp. 446
Author(s):  
Saif N. AlMaamari ◽  
Ian Menter
Keyword(s):  
Social Studies ◽  
Student Teachers ◽  
Citizenship Education ◽  
School Curriculum ◽  
Teacher Preparation Programs ◽  
Practical Training ◽  
Preparation Programs ◽  
The Social ◽  
Wide Range ◽  
Analytic Induction

The purpose of this study was to investigate the perceptions of Omani student-teachers of social studies major about citizenship and citizenship education. Interviews were used to achieve this purpose. Ten students participated in the study: 5 females and 5 males. Data were analyzed qualitatively using analytic induction and interpretive analytic framework. Qualitative results show a wide range of interesting views on citizenship that highlighted the influence of the social, cultural and political context in shaping the meaning of citizenship and citizenship education. The results from interviews can be classified into five categories: (a) Citizenship is a multi-faceted concept; (b) Citizenship education is a crucial area in the school curriculum; (c) social studies is still the main approach of introducing citizenship education; (d) citizenship education is an area which is missing in teacher preparation programs and (e) Citizenship education is practiced to an extent in practical training programs. 

scholarly journals Developing Classroom Management Strategies in Non-Native Culture: A Single Case Study

2018 ◽  
Author(s):  
Xianquan Liu ◽  
Wayne Babchuk
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Classroom Management ◽  
Single Case ◽  
Management Strategies ◽  
Teacher Preparation Programs ◽  
Single Case Study ◽  
Preparation Programs ◽  
Classroom Management Strategies

This single case study explored the practicum and student teaching experience of a native Chinese pre-service language teacher in order to better understand her process of developing classroom management strategies and the difficulties and challenges emerged in that process. In a broader sense, the case study aims to inform teacher preparation programs in terms of preparing Chinese teachers for secondary public schools in the U.S. The longitudinal study employed semi-structured interviews, classroom observation notes, teaching reflections and documents. Six themes — instructional challenges, coping strategies, cultural difference, language frustration, attitudes and feelings, and improvement — emerged from constant comparative analysis. Compared with previous literature, the current research underscores the importance of accessibility of classroom management resources and the positive problem-solving attitude of the native Chinese pre-service teacher in her challenging experience of developing classroom management strategies in American public schools. The researchers discuss the needs for providing supporting accommodations for native Chinese pre-service teachers in teacher preparation programs.

The PDSA Overhaul

2017 ◽  
pp. 87-105
Author(s):  
Joy N. Stapleton ◽  
Kristen C. Cuthrell ◽  
Christina M. Tschida ◽  
Elizabeth A. Fogarty
Keyword(s):  
Teacher Preparation ◽  
Elementary Education ◽  
Student Teaching ◽  
Teaching Experience ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Pdsa Cycle ◽  
Challenges And Opportunities

This chapter describes how faculty in a large, rural teacher preparation program adopted a model for change built upon the tenets of improvement science and the PDSA cycle. Using PDSA in teacher preparation allows programs to pilot the innovations and test refinements quickly. Data are collected and analyzed as the innovations are implemented so changes can be made on an ongoing basis and the innovations can become increasingly effective. A case study surrounding critical reform areas for teacher preparation will be described to show how elementary education faculty moved through multiple PDSA cycles while reforming teacher candidate support in the year-long student teaching experience. The considerations, challenges, and opportunities for using the PDSA cycle in teacher preparation programs will also be presented. This case study can serve as a model for other teacher preparation programs looking to use disciplined inquiry to drive program improvement.

Exploring the Preparedness of Business Education Teacher Candidates for their Internships

2012 ◽  
pp. 171-185 ◽  
Author(s):  
Edward C. Fletcher ◽  
Kathy Mountjoy ◽  
Glenn Bailey
Keyword(s):  
Teacher Preparation ◽  
Classroom Management ◽  
Student Teachers ◽  
Business Education ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Education Teacher ◽  
Modified Delphi

Applying a modified-Delphi technique, this research study sought consensus from business education mentor teachers regarding the top three areas in which business education student teachers were prepared as well as underprepared for their roles as teachers. Further, the mentor teachers provided recommendations for business education teacher preparation programs to implement to better prepare their teacher candidates for the student teaching internship. To that end, the mentor teachers did not gain consensus on the top three areas their student teachers were most prepared. However, they did agree classroom management and working with special needs’ students were among the top three areas their student teachers were least prepared. The mentor teachers agreed business education teacher preparation programs could provide more experiences with classroom management in public schools and provide their teacher candidates with more information about the workload and commitment needed to be effective teachers.

Student Teachers' Experiences of Cultural Diversity During Student Teaching

2021 ◽  
pp. 941-960
Author(s):  
Abdulsalami Ibrahim ◽  
Shirley Johnson
Keyword(s):  
Student Teachers ◽  
Instructional Strategies ◽  
Student Teaching ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
Diverse Classrooms ◽  
Responsive Pedagogy

Multicultural education and culturally responsive pedagogy training should be within the core curriculum and begin in teacher preparation programs. This could be accomplished by providing opportunities for teacher candidates to research and acquire knowledge regarding cultural characteristics and cultural contributions of diverse students, pedagogy, instructional strategies, methods, and resources that support diverse student populations. This chapter presents the results of a mixed-method study that examined student teachers' perceptions and understanding of culturally responsive pedagogy and instructional strategies observed and utilized in classrooms during student teaching in diverse classrooms. Findings revealed that student teachers were inexperienced in terms of being culturally responsive educators. The authors suggest that educators engage student teachers in class projects within the scope of culturally responsive practices. The chapter concludes with a list of reflection questions for K through 20 educators.

scholarly journals Choosing Teaching as a Career: Perspective of Pre-Service Teachers in Cameroon

2020 ◽  
pp. 48-58
Author(s):  
Nkemngong Atemnkeng ◽  
Futella Christine Akum ◽  
Ponfua Yhayeh Ngwokabuenui ◽  
Ambei Moses Chu
Keyword(s):  
Beginning Teachers ◽  
Student Teachers ◽  
Teacher Education Program ◽  
Teacher Preparation Programs ◽  
First Year ◽  
Preparation Programs ◽  
Extrinsic Factors ◽  
The Mean ◽  
Alternative Choice ◽  
Teachers Training

The Higher Teachers’ Training Colleges (HTTCs) and Higher Teachers’ Technical Training Colleges (HTTTCs) in Cameroon prepare all teachers seeking to be employed within the education service in Cameroon. In the last decade, Ecole Normale Superieur (ENS) and Ecole Normale Superieur d’Enseignement Technique (ENSET)’s enrolments for initial teacher preparation programs have grown significantly, with peaks in numbers during the recession years. There is also some evidence of attrition when beginning teachers complete their 3-year courses with the Ministry of Higher Education, which sponsors their teacher education program. This research sought to investigate the principal determining factors that are extrinsic, intrinsic and altruistic to choosing teaching as a career in Cameroon. It also investigated the expectations and the plans of pre-service teachers in Cameroon. The study was carried out within a duration of 6 months with a total of 210 (125 females and 85 males) teacher trainees in their first year, involved in the study. The types of motivation when choosing teaching as a career were studied using ‘Teaching Career Choice Scale’. The model of motivation types was supplemented by subscales: Influenced by others, Career growth, motivation and alternative choice. The findings of the study revealed that male and female student teachers have similar motives in selecting teaching as a career. The mean scores for both genders were closely related. For altruistic factors, the mean ranges respectively for males and females were 32.41 and 32.26. Extrinsic factors stood at 40.18 and 37.06 respectively. Intrinsic and altruistic factors motivated teachers the less, scoring a mean range of 26.07 and 26.14. This paper also discussed the findings in relation to wider issues concerning gender, and drew conclusions which may be helpful to policy-makers and institutions in the recruitment of students into pre-service teacher training.

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