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.

scholarly journals Reconsidering Language Assessment Courses in Teacher Training Programs During and After the COVID-19 Pandemic

2021 ◽  
Vol 45 (3) ◽  
pp. 45-55
Author(s):  
Ferit Kılıçkaya
Keyword(s):  
Teacher Training ◽  
Online Teaching ◽  
Training Programs ◽  
Teaching Experience ◽  
Language Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Structured Interviews ◽  
Face To Face ◽  
Teacher Training Programs

Assessing learners’ performance is crucial as it informs about learners’ achievement levels in addition to their strengths and weaknesses, not only in face-to-face but also in online teaching. The study aimed at investigating the challenges faced by language teachers in assessing learners during online teaching and to offer some suggestions regarding language assessment courses in teacher training programs. The study adopted a qualitative approach to data collection and analysis. The participants included 22 language teachers whose age was between 24 to 48. Of these teachers, 8 were male, while the rest were female. Their teaching experience varied from 2 to 25 years, with an average of 11.8 years. The data was based on the responses of the participants during semi-structured interviews. The participants were asked to attend ZOOM meetings to be held, considering their availability. The interviews lasted 10 to 25 minutes. The results of the study indicated that the challenges faced by the participants included five major themes: Assessment type, assessment item formats, support, previous training (assessment literacy), and academic integrity. Several suggestions were offered considering online testing and assessment literacy and language assessment courses in teacher training programs.

scholarly journals EXPLORING THE PRACTICES OF PEACE EDUCATION IN TEACHER TRAINING PROGRAMS AT HIGHER EDUCATION IN PAKISTAN

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Sufi Amin , Muhammad Kamran, Atif Altaf
Keyword(s):  
Teacher Training ◽  
Public Sector ◽  
Educational Research ◽  
Prospective Teachers ◽  
Peace Education ◽  
Teacher Educators ◽  
Training Programs ◽  
Department Of Education ◽  
Teacher Training Programs ◽  
Pre Service Teacher

This study was designed for introducing peace education in pre-service teachers training programs in Khyber Pakhtunkhwa, Pakistan. Peace education is more effective and significant, when implemented according to the social and cultural perspective and the requirements of a country. It should develop the cultural and spiritual principles together with the world-wide human principles. The objectives of the present study were to find out the current practices of peace education and to determine the need of peace education in pre-service teacher training programs. Quantitative approach was used in this study. The research design of this study was survey and descriptive. Descriptive and survey research design is a technique in which huge data of quantitative and qualitative nature both were collected and analysed. The population of the study was comprised of all teacher educators and prospective teachers of Institute of educational research and department of education in all public sector universities in KP. And sample of the study consisted of 278 teacher educators and prospective teachers of Institute of educational research and department of education in all public sector universities in KP. For this research study for data collection self-structured questionnaire was used. The research tools cover all the aspects of peace education with relevant for pre-service teachers education. Research tool was properly validated from the experts of Peace education. First questionnaire was consisted 35 items after validation it decreases to 20 statements. All the statements related to peace education in pre-service teacher training programs. While the reliability of the questionnaire was insured through test retest method. Research personally visited all the selected institutes and collected the data. Hence, it was quantitative study by nature. So, data was analysed through SPSS (Version, 20). Both descriptive and inferential statistic for example percentage and frequencies was used in the interpretation of the data. The data were presented.  

scholarly journals Teacher Profile: The Knowledge and the Identity Practices

2014 ◽  
Vol 7 (1) ◽  
pp. 133-140
Author(s):  
Alberto Albuquerque ◽  
Paulo Sa ◽  
Agata Aranha ◽  
Rui Resende
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Qualitative Analysis ◽  
Cooperating Teachers ◽  
Training Programs ◽  
Teaching Experience ◽  
Professional Experience ◽  
Education Programs ◽  
New Knowledge ◽  
Teacher Training Programs

This study aimed at finding an articulation of educational perspectives from Portuguese physical education cooperating teachers at distinctive professional stages, according to teaching and mentoring experience. Two main topics superintend the query, which was intended to answer the objectives of teacher’s education programs and teachers’ role. Data for this study were collected from open-ended interviews from 30 participants (10 with short teaching experience; 10 with short mentoring experience; and 10 with long mentoring experience). The qualitative analysis consisted of coding the text attached to the two main topics. The coding process included the active search of themes and patterns emergent from cooperating teachers’ transcripts. Results reported by cooperating teaching group made apparent the influence of professional experience but also a general agreement about the teacher profile. The guidelines for teacher training programs in Portugal, such as the case of Physical Education, show event interrelationship’s perceptions in a real context, oriented by values inherent to the acquisition and transformation of new knowledge and development of educational skills. Conclusions supported that the teacher’s role is increasingly demanding, and thus his formation claims a pattern of increasing quality.

The Roles of Teacher-Training Programs and Student Teachers’ Self-Regulation in Developing Competence in Teaching Science

2018 ◽  
Vol 24 (10) ◽  
pp. 7077-7081 ◽  
Author(s):  
Mohamad Syarif Sumantri ◽  
A. W Prayuningtyas ◽  
Reza Rachmadtullah ◽  
Ina Magdalena
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Training Programs ◽  
Self Regulation ◽  
Teaching Science ◽  
Teacher Training Programs ◽  
Roles Of Teacher

Post-method Pedagogy in Moroccan EFL Classrooms: Public High Schools in Meknes City as a Case

2019 ◽  
Vol 6 (1) ◽  
pp. 71-93
Author(s):  
Mohamed Aymane Sbai
Keyword(s):  
High School ◽  
Teacher Training ◽  
High School Teachers ◽  
Prospective Teachers ◽  
Training Programs ◽  
Classroom Research ◽  
School Teachers ◽  
Teacher Training Programs ◽  
Conventional Methods ◽  
Pre Service Teacher

The ultimate goal of this paper is to investigate the pedagogical views and attitudes of Moroccan high school teachers towards Method-based pedagogy. It attempts to investigate the extent to which teachers are satisfied with and committed to conventional methods. Also, the paper aims at investigating the alternative practices teachers are more likely to resort to in order to compensate for the limitations of conventional methods. In addition to this, a further objective of this study is to investigate the extent to which pre-service teacher training programs in Morocco are aware of the challenges of the post-method era. This is measured through their awareness of the requirements of the post-method era and the extent to which teacher trainers concern themselves with equipping the prospective teachers with the necessary skills to be reflective researchers and responsibly eclectic teachers. In this respect, the data collection instruments opted for in the present study ranged from quantitative to qualitative in nature. The findings reveal that the vast majority of Moroccan high school teachers (P=78%) are dissatisfied with conventional methods and - (P=96%) of them- are not committed to one or two teaching methods. The vast majority report that they resort to an eclectic approach to language teaching due to the impracticality and inflexibility of the established methods. Most teachers (P=80%) admit that they use a random eclecticism as they rely mainly on their intuitive rather than principled judgments. In this regard, interviews with teacher trainers and supervisors also reveal that pre-service teacher training programs in Morocco limit themselves only to training the prospective teachers to use methods and approaches without training them to be responsibly eclectic. The findings also show that the majority of teachers do, to some extent, know about classroom research; however, they - (P=72%) of them- have never conducted it inside their classrooms. The teachers (P=57%) attribute this to the lack of financial support and to the fact that they are not well-trained to conduct research inside their classrooms. Finally, the results of this study imply many suggestions of which we mention: the introduction of a post-method pedagogy in the Moroccan pre-service teacher training programs, equipping teachers with the methodological tools necessary as well as supporting them financially to conduct classroom-research for the purpose of constructing teaching methodologies that suit the needs to the very specific students and contexts within which they work.

scholarly journals Transitioning into Teaching as a Second Career: Skill Carry-Over, Professional Experience, and Classroom Performance

2020 ◽  
Vol 13 (12) ◽  
pp. 88
Author(s):  
Abdulaziz S. Alharbi
Keyword(s):  
Teacher Training ◽  
Classroom Management ◽  
Student Teachers ◽  
Teaching Experience ◽  
Teaching Profession ◽  
Group Method ◽  
Second Career ◽  
Student Interactions ◽  
Carry Over ◽  
Training Programmes

The present study aims to identify the motivations of those who move to the teaching profession from pre-existing careers in other areas, and to explore the transferrable skills and experiences they bring with them to the classroom. Participants were selected from among students in a teacher-training program, all of whom had previous careers—in the military, as counselors, as security staff, and in other areas—and all of whom were in the final stages of their in-classroom practical teaching experience. The study used a semi-structured focus group method to elicit self-reports of these student-teachers’ experiences of classroom management, student interactions, and actual approach to pedagogy, as well as their motives for seeking a change of career. The study revealed that the most important factors motivating the switch were a combination of economic ones, such as career stability and salary, and personal, social factors such as the desire to transmit one’s values to the next generation. The results also pointed strongly toward the utility, relevance, and usefulness of prior experience in other careers, and participants noted their own preparedness to manage chaotic social situations or draw on real-world experiences to explain complex or morally difficult ideas. The study supports recommendations that teacher training programmes focus on practical aspects of second-career teacher preparation, and support them in adjusting to their new roles and new identities.

scholarly journals Peace Education Practices in Pre-Service Teacher Training Programs: and Analysis

2016 ◽  
Vol 12 (25) ◽  
pp. 323
Author(s):  
Sufi Amin ◽  
N. B. Jummani ◽  
Sheikh Tariq Mahmood ◽  
Khan Raziq ◽  
Muhammad Ayoob Khan Babar
Keyword(s):  
Teacher Training ◽  
Peace Education ◽  
Teacher Educators ◽  
Training Programs ◽  
Survey Method ◽  
Khyber Pakhtunkhwa ◽  
Teacher Training Programs ◽  
The Mean ◽  
Pre Service Teacher

This study was designed to investigate peace education in pre-service teacher training programs in Khyber Pakhtunkhwa, Pakistan. The objectives of the present study to find out :( a) to examine prevailing practices of peace education in pre-service teacher training programs in Khyber Pakhtunkhwa Pakistan. (b) To evaluate the views of teacher Educators regarding the need of peace education in pre-service teacher training programs in Khyber Pakhtunkhwa Pakistan. (c) To suggest way of integrating peace education in pre-service teacher training programs in Khyber Pakhtunkhwa Pakistan. Using Survey method the data were collected through questionnaire from 245 teachers using simple random technique. A questionnaire was developed to investigate the opinions of the participants of the study. The data was analyzed by using the mean score, frequency and percentage.

scholarly journals Approaches to Evaluation: in Pursuit of Appropriacy For EFL Pre-Service Teacher Training Programs in Indonesia

2018 ◽  
Vol 1 (3) ◽  
pp. 51
Author(s):  
Didin Nuruddin Hidayat
Keyword(s):  
Teacher Training ◽  
Training Programs ◽  
Effective Teacher ◽  
Evaluation Approach ◽  
Social Agenda ◽  
Efl Teacher ◽  
Teacher Training Programs ◽  
Efficient Program ◽  
Pre Service Teacher

Evaluation has the potential to support the improvement of education as well as its specific programs, products, and materials. Also, evaluation can uncover the relevance, effectiveness, and efficiency of an education program.  Another potential role of evaluation is that it can identify areas for improvement, which further can help develop a more efficient program in the future. The present study seeks to investigate the most appropriate approach to evaluation for the EFL pre-service teacher training programs in Indonesia. Numerous potential approaches were identified and discussed: Pseudoevaluations, Questions Methods-Oriented, Improvement Accountability, and Social Agenda/Advocacy. The present study argues that the Improvement/Accountability Approaches are the most suitable evaluation approach to apply to the pre-service EFL teacher training programs in Indonesia, due to its strength in the philosophical stance that fits with the Indonesian context. Also, the purpose of the evaluation and the various types of informants offer by the approach add to the appropriacy. The study may provide significant contributions to better design more effective teacher training programs, which will lead to producing more qualified graduates

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