scholarly journals Assessors, School Support and Teaching Practice at the University of Nairobi Kenya: Addressing Teacher Professional Competence

2017 ◽  
Vol 4 (3) ◽  
pp. 430
Author(s):  
Paul Amollo Odundo ◽  
Lucas Othuon ◽  
Ganira Khavugwi Lillian
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
Teaching Practice ◽  
Professional Competence ◽  
Social Contexts ◽  
School Support ◽  
Positive Interaction ◽  
Development Activity ◽  
Teacher Trainees ◽  
Teacher Trainee

<p><em>Supporting and mentoring teacher trainee competence during teaching practice forms an indispensable part of professional and personal development. A positive interaction between university assessors, secondary school principals, collaborating teachers, and regular teachers plays a vital role in fostering professional competence among teacher trainees. Consistent with professional development is that knowledge and learning is entrenched in social contexts and experiences promoted though interaction with significant others. The nature of support provided during teaching practice enhances sustained class management, improved professional development, activity based learning and learner achievement. On the other hand, inadequate support may turn teaching practice into a stressful disempowering and unproductive exercise for teacher trainees. The purpose of this study is to examine university assessors and school support in teacher trainee development at University of Nairobi. The study adopted a descriptive survey design with a population of 68 student teachers on teaching practice randomly sampled from 17 Counties. Data was collected through questionnaires for teacher trainees. Data analysis involved application of descriptive and inferential statistics, and presented using tables and graphs. Analysis yielded three themes, unsupportive relations, moderately supportive, and very supportive. The results indicated considerable support during teaching practice where </em><em>“</em><em>very supportive</em><em>”</em><em> scored the highest percentages. The study recommends development of practical and consistent policies and infrastructure that provides coordinated support for teacher trainees.</em></p>

Exploring Professional Development of Teachers: The Case of Ethiopia, Finland, India and Singapore

2021 ◽  
pp. 121-133
Author(s):  
Gara Latchanna ◽  
Mittireddy Venkataramana ◽  
Abebe Garedew
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Professional Competence ◽  
Teaching Profession ◽  
Professional Autonomy ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Special Needs Education ◽  
Professional Development Of Teachers

The paper attempts to provide a snapshot of the current practices in the Professional Development of Teachers (PDoT) in four selected countries namely, Ethiopia, Finland, India and Singapore. PDoT has been analysed in the form of a continuum of Initial Teacher Education (ITE), Induction and Continuous Professional Development (CPD). The survey of literature revealed that for ITE in two countries, i.e. Ethiopia and India, the system was unable to attract competent applicants, as a result ofwhich the professional competence of teachers suffered. On the other hand, Finland and Singapore were the epitomes of having effective ITE system. The ability to attract candidates with high potential into ITE, right amount of emphasis on theory and practice in ITE programmes, the existence of effective CPD and rigorous professional development community involving the ministry of education, universities of teacher education and schools, and high prestige for the teaching profession enabled Finland and Singapore to be the star performers in PDoT. In Finland, the provision of one-year CPD training on special needs education to all teachers and professional autonomy to teachers were the salient features whereas in Singapore, a monthly stipend for student teachers during initial teacher education and multifarious career tracks for the teacher were a few additional features. 'This survey of literature has presented significant lessons drawn from eachrespective country regardingpractices in PDoT.

scholarly journals Experiential Learning, Conditional Knowledge and Professional Development at University of Nairobi, Kenya—Focusing on Preparedness for Teaching Practice

2018 ◽  
Vol 11 (7) ◽  
pp. 125 ◽  
Author(s):  
Odundo P. Amolloh ◽  
Ganira K. Lilian ◽  
Kinyua G. Wanjiru
Keyword(s):  
Professional Development ◽  
Experiential Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Professional Competence ◽  
Simple Random Sampling ◽  
Problem Solving Skills ◽  
Trainee Teachers ◽  
Conditional Knowledge ◽  
And Performance

Experiential learning requires teacher educators to equip trainee teachers with opportunities for effective preparedness in teaching and professional subjects, co-curricular activities and in micro-teaching vital for professional development. The experiential learning opportunities, conditional knowledge, preparedness and performance during teaching practice provide basis for predicting professional competence and success for effective teaching. Conditional knowledge entails application of critical thinking and problem solving skills that demonstrate mastery of theoretical knowledge and professional practice across, content, knowledge, skills and insights. This type of knowledge and skills are developed through experiential learning coupled with effective preparedness for real-class instructional management. However, inadequate preparation in educational courses coupled with improper supervision and feedback impede effective professional development in most universities. The study explored effectiveness of experiential learning and conditional knowledge in trainee teacher preparedness for teaching practice at the University of Nairobi. Experiential Learning Theory formed the framework for this study. A descriptive survey research design was adopted with a population of 78 trainee teachers selected using simple random sampling. Data were gathered through a questionnaire. Finding showed that trainee teachers are adequately prepared for teaching practice. The study recommends proper orientation for trainee teachers to be carried out with effective preparedness that aligns theory to practice.

scholarly journals A comprehensive model for assessing student teachers’ professional competence through an integrated curriculum approach

2018 ◽  
Vol 14 (2) ◽  
Author(s):  
Nhlanhla Mpofu ◽  
Mncedisi C. Maphalala
Keyword(s):  
Student Teachers ◽  
Social Constructivism ◽  
Integrated Curriculum ◽  
Teaching Practice ◽  
Professional Competence ◽  
Initial Teacher Education ◽  
International Studies ◽  
Comprehensive Model ◽  
Crucial Component ◽  
Narrative Literature Review

The purpose of this concept study was to propose a comprehensive model for assessing student teachers’ competences in teaching practice. The study answered the following question: How can student teachers be holistically assessed for teaching practice using a comprehensive model? Teaching practice is a crucial component of initial teacher education (ITE) preparation programmes. However, while teaching practice is one of the most widely studied areas in ITE, international studies indicate fragmented trajectories in the assessment of teaching practice. In addition, very few studies in South Africa have reflected on how assessment is done for teaching practice during ITE programmes. In most of these programmes, performance-based, observation-based, or on-demand assessments are given preference at the expense of others. Against this background, this study was designed to produce a comprehensive model for assessment of teaching practice during initial teacher preparation from the available literature. Epistemologically, the study was underpinned by social constructivism and theoretically supported by an integrated curriculum approach. The study followed a narrative literature review approach, focusing on studies that explored ways in which teaching practice is assessed in ITE. From this analysis, the study provided a holistic and comprehensive model for assessing student teachers’ professional competences during teaching practice.

scholarly journals Reflective Journal as a Self-Directed and Sustainable Professional Development Tool for Pre-Service Teachers: A Case Study in English Language Education Study Program

2019 ◽  
Vol 9 (2) ◽  
pp. 103-110
Author(s):  
Atalya Agustin
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Case Study Research ◽  
Language Education ◽  
Study Program ◽  
Reflective Journal ◽  
Development Tool

Teaching practice is one among many programs in teachers training which focuses on having a professional preparation for work. In this program, student-teachers are asked to improve their skills through teaching actual students and engaging with school environment. Moreover, they are also building their own knowledge based on the improved teaching and learning process. It is crucial for them as pre-service teachers to encounter such experience. This meaningful theory and experience-based insights are possible to obtain if the student-teachers possess the commitment of self-reflection. There is likely a big chance that this action will be perpetual because of this personal initiative. This study aims to analyze the use of reflective journal as pre-service teachers’ professional development tool, their attitude towards reflective journal, as well as the strength and challenges arise related to the use of reflective journal during their teaching practice. The type of the research is a qualitative case study research. The data collection techniques being used are questionnaire and Focus Group Discussion (FGD). Moreover, the technique of analyzing the data was Miles and Huberman concept of data reduction, data presentation, and conclusion drawing. The results of this research will be presented in a descriptive-narrative manner by describing and discussing the data of the research.

scholarly journals Institutionalizing University-School Relations in Order to Strengthen the Role of Teaching Practices

2020 ◽  
Vol 3 (1) ◽  
pp. 36
Author(s):  
Ardian Tana ◽  
Florinda Tarusha
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Work Experience ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Professional Competence ◽  
Real Life ◽  
Initial Teacher Training ◽  
Identity Studies ◽  
Teacher Professional

The formation of future teachers' professional competence necessarily goes through the development of teaching practices, which are defined and valued as activities that create opportunities to gain experience related to the profession. Every initial professional forming views work experience in real-life situations as an integral element of competence development and professional identity. Studies carried out in recent years in Albania by various institutions: MAS, IZHA etc., have highlighted the great role that teaching practices play, by valuing them as one of the most important elements in the initial teacher training, but on the other hand, teaching practice, as an integral part of the initial teacher training program, representing an important period in a teacher's professional development, has faced issues such as: • Lack of a framework for the competences of the new teacher to enable the alignment of the initial teacher training curricula in different IALs;• The lack of a regulatory and supervisory document for the practice and its evaluation;• The mentoring system is present very little throughout this important process;• Lack of links between different stages of teacher professional development: initial training, professional practice / internship, and continuous professional development (IZHA, 2016; Haxhiymeri E., Mita N., 2015).This study aims to highlight the importance of institutionalizing university-school relations to enable the qualitative improvement of teaching practices, as well as to provide recommendations on how to achieve this relationship based on the opinions and suggestions of the specialists of this field. The study was conducted through the Delphi method by contacting scholars, practice supervisors, mentors, directors and specialists of the education department, middle school principals as well as university students. The findings of the study emphasize the necessity of institutionalizing university-school relations by crossing their present-day stage and provide concrete suggestions on how to regulate these relationships.

Towards a Culturally Reflective Practitioner

2020 ◽  
pp. 143-197
Author(s):  
Karin Vogt
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Student Teachers ◽  
Teaching Practice ◽  
Intercultural Development ◽  
Group Discussions ◽  
Teaching Practicum ◽  
Practice Experience ◽  
Learning Development ◽  
The Uk

Since 2007, it has been possible for student teachers based in Europe to complete a teaching practicum at a school abroad, supported by the European flagship mobility programme ERASMUS. The focus of this study was on 35 undergraduate preservice teachers who completed a three-month teaching practicum placement in the UK and Ireland. Data from reflective reports was content analysed and completed with focus group discussions six months after the students' stay abroad. On the basis of the reflective reports, a case study was additionally collated that focussed on their intercultural learning development. The findings indicate an interconnection of linguistic, intercultural, and professional development with professional development as the most prominent and the intercultural development as a rather neglected one. Suggestions on how to design a formal instruction element based on the principles of cultural (peer) mentoring and guided cultural reflection as part of the teaching practice experience are outlined.

scholarly journals Real Time Feedback in English Microteaching Practice: A Case Study on Online Learning

2021 ◽  
Vol 5 (2) ◽  
pp. 155
Author(s):  
Nurul Hidayah ◽  
Lilia Indriani
Keyword(s):  
Student Teachers ◽  
Real Time ◽  
State Universities ◽  
Online Classes ◽  
Peer Observation ◽  
Teacher Trainees ◽  
Multiple Data ◽  
Teacher Trainee ◽  
Positive Perspective

<p class="16">Online microteaching classes allow the student to practice their teaching ability using the online platform. This case study attempted to find out the perspective of teacher trainees using real-time feedback and peer observation of online microteaching classes. The researcher focused on 3rd year microteaching students in 2020/2021 at one of Indonesia's state universities. In this qualitative case study, the researcher used multiple data collection techniques. The researcher uses a questionnaire from (Eksi, 2020) with some changes to suit the purpose of this study in collecting data. The researcher distributed the questionnaire to 40 teacher trainees who already practiced online microteaching and got real-time feedback from the lecture and their peers.  The teacher trainee showed a positive perspective in using real-time feedback. They thought the process helped increased their professional development. Many student-teachers were engaged in giving real-time feedback to other student teacher's performance. They realized that real-time feedback helped them positively. However, the results found that most of the teacher trainees believe that the direct observation from two or three students was enough. Teacher trainees also thought that online classes are increasing the opportunity for misunderstanding.</p>

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