scholarly journals Teaching Practice Program in the College of Education – its Strengths and Challenges

2018 ◽  
Vol 3 (3) ◽  
Author(s):  
Dawit Yikealo Gebretinsae ◽  
Ikali Karvinen
Keyword(s):  
Student Teachers ◽  
Cooperating Teachers ◽  
Teaching Practice ◽  
Group Discussion ◽  
College Of Education ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Short Time Span ◽  
Institute Of Technology ◽  
Short Time

This research was conducted to evaluate the teaching practice program practiced every second semester in the College of Education (CoE) found in Eritrea Institute of Technology, Mainefhi. It explored the challenges and strengths of the program. To conduct this qualitative study, a questionnaire and a focused group discussion was used. A total of 104 participants (cooperating teachers, student teachers and supervisors)were selected for the study. The findings reveal that the teaching program in the CoE is practiced in a short time span with difficulties in materializing the proposed budget by the CoE and other challenges that vitiate its quality. However, the involvement of the cooperating teachers (CTs) and supervisors is satisfying. Majority of the student teachers (STs) felt that the practice plays a great role in preparing them for the teaching profession. Therefore, generally solving the budget implementation issue and the minor drawbacks of the program will definitely make it contribute a lot in producing qualified teachers. Finally, these findings are expected to mitigate the limitations of the program and raise the outcome of the practice. Besides, other initial teacher education institutes may benefit from the study findings.

scholarly journals I Want to Become a Teacher because…? Student-Teachers Change in Attitudes of Becoming Teachers in Austria and Kosovo

2022 ◽  
Vol 2022 ◽  
pp. 1-11
Author(s):  
Fjolla Kaçaniku ◽  
Irene Maderbacher ◽  
Franz Erhard ◽  
Blerim Saqipi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Attitudes ◽  
Student Teacher ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teaching Career

The motivation for career choice motivation of student-teachers is a well-studied topic with a representative theoretical basis in teacher education research that has a long-standing tradition in the international research landscape. However, in understanding the pressing questions of why young people choose to become teachers, only a few longitudinal and comparative studies have been carried out that focus on the development of motivation for choosing a teaching career. This longitudinal study reports on the effects of time within initial teacher education and how it influences student-teacher attitudes and motives about the teaching profession. This article is a product of a larger study that aims at addressing the existing literature gap by examining student-teacher change in attitudes of becoming teachers in Austria and Kosovo starting from initial teacher education, during early stages of their teaching career as novice teachers, and to more advanced stages of their teaching career. This is a panel study located within a longitudinal design. In this study, a questionnaire and student-teacher reflection texts were used as instruments. Data were collected in three phases during which 673 student-teachers participated in face-to-face administered questionnaire as follows: 341 (phase 1), 185 (phase 2), and 147 (phase 3), as well as 19 student-teacher reflections. Questionnaire data were analysed using the general linear model (GLM) with repeated measures test, whereas the reflection text data were analysed using thematic analysis. The findings in this longitudinal study provide evidence that student-teacher attitudes and motives for becoming teachers can change over time during the initial teacher education in Austria and Kosovo, and they can be influenced by in-school experiences during teaching practice. The study concludes that motives for choosing a teaching career are primarily intrinsic, are not time-stable, and change over the course of studies. The study findings have clear implications for initial teacher education programs in addressing changes in student-teachers’ attitudes of becoming teachers. The insights gained from the findings of this study lead to recommendations that initial teacher education programs should strengthen teaching practice to better manage the preparation of students and teachers and their entry into the teaching profession.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

scholarly journals “This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education

2020 ◽  
Vol 19 (10) ◽  
pp. 371-387
Author(s):  
Sue Garton
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Native Speaker ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Significant Shift ◽  
Snowball Sampling ◽  
Quantitative And Qualitative Research

The last 20-25 years have seen a significant shift in the views about what teachers need to know to be able to teach. This shift has led to new developments in the theory of second language teacher education (SLTE) and a growth in research in this area. One area of research concerns the attitudes and expectations of those learning to become teachers. While most studies in this area focus on teacher education programmes in BANA countries, this article looks at data from student teachers studying in Russia and Uzbekistan. The study employed a quantitative and qualitative research design, using a researcher-designed on-line questionnaire. Through snowball sampling, data from 161 students and recent graduates in the two countries were collected, analysed, and compared to investigate the content of SLTE programmes. The study identified what the novice teachers felt were the strengths and weaknesses of their programme, and what changes they would like to see. Results showed that while the respondents were mainly satisfied with their methodology, and theoretical linguistics courses, they felt the need for more practice, both teaching and language practice. The data also revealed that, in Uzbekistan in particular, the idea of global English struggles to take hold as native-speaker models remain the norm. The implications of the study underline the need for SLTE to explicitly link theory to practice and to promote the idea of varieties of English, rather than focus on native-speaker norms.

Listening and Learning through ICT with Digital Kids

2016 ◽  
pp. 1016-1037
Author(s):  
Dianne Forbes
Keyword(s):  
Student Teachers ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Social Dynamics ◽  
Case Reports ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Listening Skills ◽  
Theoretical Perspectives ◽  
Information And Communication

The following case reports on the involvement of children in online discussion with student teachers within initial teacher education in New Zealand. The focus is on listening to children, with wider implications for listening as a professional capability extending beyond the teaching profession. In this case, student teachers and pupils communicated online, exchanging ideas, debating, and engaging in co-construction of understandings around the place of Information and Communication Technologies in teaching and learning. The case explores the interaction and social dynamics observed and mutual learning experienced, with links to theoretical perspectives including constructivist and democratic pedagogies. Implications for improved practice are considered. It is argued that there is a need to explicitly teach listening skills and to encourage professionals in training to listen to clients. It is argued that the online environment is an excellent training ground for developing effective listening skills as it lends itself to reflective practice and to meta-listening awareness.

scholarly journals Beliefs on the teacher professionalism and teaching models in initial teacher education

2019 ◽  
Vol 24 ◽  
Author(s):  
Rocío Serrano Rodríguez ◽  
Alfonso Pontes Pedrajas ◽  
Elisa Pérez Gracia
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
Student Teachers ◽  
Teaching Methods ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Teacher Professionalism ◽  
Training Curriculum ◽  
Teaching Models ◽  
Teachers Beliefs

ABSTRACT The aim of this paper is to know student teachers’ beliefs on the teaching profession as well as its relation with diverse teaching methods. A Likert scale questionnaire collected the opinions of 361 students enrolled in the master’s degree in secondary education teacher training. A descriptive methodology was applied through a questionnaire in order to collect the data. The most extended beliefs concerning the teaching profession are identified, emphasising future teachers’ interests in more practical teaching and student-centred approach. This investigation highlights the importance of including within the curriculum of pre-service secondary education teachers, activities that enable students reflect about their own beliefs regarding the teaching profession for the reasons that they are decisive to introduce changes in the teacher training curriculum.

scholarly journals The Relationship Between Student Teachers’ Career Choice Motives and Stress-Inducing Thoughts: A Tentative Cross-Cultural Model

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402092701
Author(s):  
Teresa Tillmann ◽  
Sabine Weiß ◽  
Jonas Scharfenberg ◽  
Ewald Kiel ◽  
Manuela Keller-Schneider ◽  
...  
Keyword(s):  
Career Choice ◽  
Student Teachers ◽  
Teaching Practice ◽  
Self Determination Theory ◽  
Teaching Profession ◽  
Cross Cultural ◽  
Self Determination ◽  
Financial Security ◽  
Educational Work ◽  
The Relationship

The present study compares student teachers’ career choice motives and their relationship with stress-inducing thoughts across five European countries. A previously established factorial structure for career choice motives embedded within self-determination theory was supported. The factors consist of intrinsic motives, such as interest in educational work with children, and extrinsic motives, such as financial security. Furthermore, differences in the importance of these factors in choosing the teaching profession across countries were found. Results further revealed evidence for a link between extrinsic motives and stress-inducing cognitions. Conclusions and implications for teaching practice are discussed.

scholarly journals Teachers in the Context of Vocational Education

2016 ◽  
Vol 6 (3) ◽  
pp. 100-113
Author(s):  
Gabriela Gabrhelová ◽  
Lenka Pasternáková
Keyword(s):  
Teacher Training ◽  
Professional Identity ◽  
Vocational Education ◽  
Teaching Practice ◽  
Teaching Profession ◽  
School Teachers ◽  
Creation Process ◽  
Factors Influencing ◽  
Institute Of Technology ◽  
Class Teacher

Abstract In the presented article, we deal with teachers’ personality and their tasks in vocational education. Based on the opinions of professionals, we characterized teachers and the factors influencing the creation process of their personality. Teachers can be characterised based on their job positions in schools, e.g. a class teacher, the school counsellor, the director, there are plenty of them in every school. Teachers’ personality is being formed throughout their teaching practice by the experience they gain. They get the basics during their teacher training when they are getting prepared for the teaching profession. We focused our attention on the issues of teachers’ professional identity. In this context, we were interested in the students of Dubnica Institute of Technology in Dubnica nad Váhom and in their perception of their studies. Our partial goal was to analyse students’ motivation to take part in teacher training which we deal with in our paper.

scholarly journals The effect of the teacher preparation program in the College of Education on student teachers' acquisition of professional competencies in relation to their attitudes towards the teaching profession

2011 ◽  
Vol 5 (2) ◽  
pp. 54
Author(s):  
Nasser Al rwahi ◽  
Suliman Al Balushi
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
College Of Education ◽  
Teaching Profession ◽  
Point Of View ◽  
Teacher Preparation Program ◽  
Professional Competencies ◽  
Preparation Program ◽  
Teaching Competencies ◽  
Teachers Attitudes

The aims of the current study were to measure student teachers' acquisition level of professional competencies from their point of view, to determine the most influential elements of the teacher preparation program on the acquisition of these competencies, and to study the relationship between the acquisition of these competencies and the student teachers' attitudes towards the teaching profession. The sample included ١٦٧† student teachers in the College of Education at Sultan Qaboos University. Two instruments were designed: one to measure the professional competencies and other to measure the attitudes towards the teaching profession. The two instruments were uploaded on the internet for the purpose of data collection. The results showed that in the view of student teachers, the teaching competencies were most important with the highest ranking, and the evaluation competencies came last. Regarding the most influential elements of the teacher preparation program, the teaching practicum came first, then the curriculum and instruction courses, and then the psychology courses. Also, from the student teachers' point of view, the level of influence the foundation and administration courses was weak. The females outperformed males in preparation and teaching competencies. However, there were no significant differences among the means of the competencies or in the overall means. The females also displayed more positive in attitudes towards the teaching profession. In general, the student teachers' attitudes towards teaching were moderate; however, the relationship between the acquisition of the professional competencies and the attitudes towards the teaching profession was statistically significant.

scholarly journals Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa

2021 ◽  
Vol 10 (1) ◽  
pp. 38-69
Author(s):  
Charmaine Helena Iwu
Keyword(s):  
Teacher Education ◽  
Novice Teachers ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Pass Rates ◽  
Structured Interviews ◽  
Teaching Practicum ◽  
Female Teachers

This study was undertaken with the aim of understanding how newly qualified female teachers perceive teaching practicum in the South African context. Teaching Practicum is a vital component of the initial teacher education (ITE) programme because it enriches future teachers’ knowledge, skills and abilities towards a lifelong career in the teaching profession. Teachers make valuable contributions to the growth of any nation as they help produce future leaders. It is therefore necessary to have a competent teaching workforce to improve pass rates as well as reduce dropout rates among learners. The study took the qualitative deductive premise making use of semi-structured interviews to collect data from more than 30 novice teachers. Key words, which helped in the identification of themes, were distilled from the responses. A core overall finding of the study point to a mix of experiences - benefits and shortcomings - which not only affect the development of prospective teachers but also have profound implications for both policy enhancement and implementation. Regarding policy enhancement and implementation, it is suggested that universities and schools where novice teachers are posted for teaching practice should have good relations for support advancements. In this case, it is advised that the novice teachers should be exposed to critical mentoring opportunities to allow for clearer understanding of the real classroom scope. This study believes that for this to be fruitful, schools should among others be well-equipped. Suggestions for further research are also flagged. .   

scholarly journals Beginning Teachers, Schools and Diversity

2021 ◽  
Author(s):  
◽  
Vijaya Muralidharan
Keyword(s):  
Beginning Teachers ◽  
Student Teachers ◽  
Teaching Profession ◽  
Ethnographic Study ◽  
Initial Teacher Education ◽  
Student Diversity ◽  
Theory Approach ◽  
The Road ◽  
Multiple Data ◽  
Grounded Theory Approach

<p>As the field of education world-wide is explicitly striving to make schools and education available to all children and young persons, classrooms are becoming increasingly diverse in terms of language, culture, religion, gender, abilities, socioeconomic status and geographic setting. This rapidly growing phenomenon has educators trying to grapple with ways to prepare and support teachers to be responsive to the diverse needs of students in their classrooms. In New Zealand, cultural diversity is also growing rapidly. By the middle of this century nearly half the student population will be of Pasifika origin. Those opting into the teaching profession must be equipped to confront this reality. While initial teacher education can provide opportunities for student teachers to critically examine their own beliefs and orientation towards diversity, and also provide a snapshot of the reality of classrooms through practicum, it is when they begin actual teaching in schools that the "rubber hits the road". This ethnographic study explores the beliefs and attitudes of beginning teachers about student diversity and possible influences of the primary school culture on their perceptions and practice. Seven beginning teachers were involved in the study over a period of 6-18 months. Multiple data sources were used and data was thematically analysed across the settings using a grounded theory approach.</p>

Sign in / Sign up

Export Citation Format

Share Document