scholarly journals Qualities of the good language teacher as perceived by prospective teachers of English in the Arab World

2008 ◽  
Vol 2 (1) ◽  
pp. 98
Author(s):  
Mohamed Ismail Abu-Rahmah
Keyword(s):  
Student Teachers ◽  
Prospective Teachers ◽  
Arab World ◽  
Ethnographic Study ◽  
Three Dimensions ◽  
Male Students ◽  
Teaching Skills ◽  
Language Teacher ◽  
Saudi Students ◽  
Male Subjects

The purpose of this study was to identify the qualities of the good language teacher as perceived by student teachers of English in the Arab World. In Fall 2006, a questionnaire including 69 qualities of the good language teacher representing three dimensions (knowledge, teaching skills and personality) was developed, validated and administered to 273 prospective teachers of English in three countries of the Arab world (Egypt, Oman and Saudi Arabia). ANOVA test results indicated that there were statistically significant differences between the three groups as to the perception of theses qualities. There were statistically significant differences in the perception of the qualities between the male subjects and the female subjects in favour of females. It was concluded that (1) both the Saudi and Egyptian prospective teachers of English have similar views for the knowledge, and personality dimensions, whereas they have different views as to the teaching skills dimension, (2) both the Saudi students and the Omani students have different iiviews as to the qualities of the good language teacher, whereas the Egyptian students and the Omani students have the same views, and (3) the views of the female students as to the qualities of the good language teacher are different from the views of the male students. Accordingly, it was i recommended that two further studies are needed: (1) a l study to identify the qualities of the good language teacher using a large sample from different universities of the Arab World, and (2) an ethnographic study to investigate qualitatively and thoroughly what makes a good language teacher.

Perceptions and Experiences of B.ED. Students About Internship and Sessional Work

2021 ◽  
pp. 109-120
Author(s):  
Suman Gupta
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Prospective Teachers ◽  
School Setting ◽  
School Level ◽  
Classroom Teaching ◽  
Teaching Skills ◽  
Structured Interviews ◽  
Long Distance ◽  
Hands On

The two-year B.Ed. programme has three components, i.e. theory, practicum and internship. Sessional work and internship programme in teacher education are of great significance because they ensure the preparation of prospective teachers in a professional manner. The study dealt with the perceptions, experiences and challenges of the pupil teachers during their internship and sessional work. The sample for the study was chosen from the college where the author was working and consisted of 80 student-teachers selected through random sampling. Data was collected using an openended questionnaire and semi-structured interviews. The results showed that studentteachers viewed the internship programme as a real opportunity to refine and improve their teaching skills in an actual school setting. Student-teachers were also of the view that the concerned supervisor played an important role in enhancing their teaching skills. The results of the interviews showed that hands-on experiences and longer duration of field experience helped the students in understanding the classroom teaching process in a better manner. The challenges perceived by student-teachers were mainly in the area of classroom management, long distance of practice school from home, a large number of lesson plans, conducting constructivist approach-based lessons at the school level, administration, scoring and interpretation of psychological tests, data collection for action research, preparing presentations for sessional work, etc. Some measures were also suggested by student- teachers for making the internship programme and sessional work more fruitful.

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

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 Implementasi Media Pembelajaran Dalam Keterampilan Mengajar bagi Mahasiwa Dalam Mata kuliah Media Dan Teknologi Pembelajaran Di Masa Pandemic Covid-19

2021 ◽  
Vol 5 (2) ◽  
pp. 209-220
Author(s):  
Rudi Muhamad Barnansyah Rudi
Keyword(s):  
Religious Education ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Teaching Skills ◽  
Learning Technology ◽  
State University ◽  
Study Program ◽  
The Media ◽  
The Times

Learning media is one of the things that can help the process of learning activities, but the media can also be a tool that does not support the smooth learning process, internet-based learning media is one of the infrastructures that can be used especially with today's era where everything is very easy to access. especially internet-based media which at this time have been widely used as learning materials or media that can support teaching skills for teachers or prospective teachers during the current COVID-19 pandemic, where teachers are required to be as creative as possible in providing media that will be used in teaching and learning activities. learning activities, the purpose of this research is to find out from the implementation of learning media in learning skills for students who are taking courses in Media and Learning Technology in which students especially prospective teachers must be able to adapt to the times with developments and technology. The research method used is descriptive qualitative media, where this method is to determine the extent of student knowledge in implementing a learning media on teaching skills, for the presence of researchers in this study is as an observer who designs learning activities or actions taken together with the team. The research model is a member of the research team, namely the lecturer of Islamic Religious Education. The research was carried out at the State University of Jakarta during the even semester lectures for the 2020/2021 academic year from March to July 2021. The subjects of this research were students in the PAI study program. The focus of this research is to find out the implementation of the usefulness of learning media during the covid-19 pandemic in teaching skills.

scholarly journals Language teacher professional education:

2021 ◽  
Vol 9 (4) ◽  
pp. 304-317
Author(s):  
Kátia Muck ◽  
Denise Cristina Kluge
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Teacher Development ◽  
Professional Learning ◽  
Prospective Teachers ◽  
Professional Education ◽  
Sociocultural Perspective ◽  
Language Teacher ◽  
Use Of Technology ◽  
Teacher Professional

This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultural perspective within L2 teacher education, teachers’ beliefs, and mediation in the sociocultural perspective. The discussion reinforces the significance of peer-activities (peer-observation and peer-feedback) to foster a teacher development process. Moreover, it suggests that a guided peer-activity, such as employing the use of carefully elaborated rubrics, could enhance this process.

scholarly journals Implementasi Model Pembelajaran Numbered Head Together Berbantuan Media Roda Putar untuk Meningkatkan Hasil Belajar Siswa

2020 ◽  
Vol 2 (4) ◽  
pp. 283-296
Author(s):  
Anita Rahmawati ◽  
Erik Aditia Ismaya ◽  
Mila Roysa
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Male Students ◽  
Teaching Skills ◽  
Class V ◽  
Daily Lives ◽  
Media Learning ◽  
Interest And Motivation ◽  
Improve Student Learning

This study aims to improve student learning outcomes of student, and teacher teaching skills. Subject to be taught in this study are Social Sciences and Indonesia Language through the Numbered Head Together model, which is assisted by a Turning Wheel media. Learning outcomes are the ability of the skilss, attitude and skills that students get after they receive the tratment given by the teacher so that they can contribute that knowledge in their daily lives. Numbered Head Together learning media are learning process activities where each student is grouped and numbered in the head of activeness of students in searching, processing repoting information in class so that students can go to the front of the class or be presented and report information that has been learned at this time. Spinning Wheel learning media is a media in the form of a wheel or circle which is divided into several sections in which there are questions, this media can attract attention, interest, and motivation to learn so that the learning process will be fun and optimal. The subjects in this study were students of class V SD 2 Tenggeles, totaling 34 students consisting of 20 female students and 14 male students.

The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences

1988 ◽  
Vol 8 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Andrew C. Taggart
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Classroom Management ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Teaching Experience ◽  
Teaching Skills ◽  
Physical Education Teacher Education

Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills are to be developed specific to these areas, then repeated supervised practice in a variety of settings is needed. The teacher education program described contains a sequentially arranged pattern of nine clinical and field experiences culminating in the final student teaching experience. The essential features of the pedagogical experiences are detailed, emphasizing time engaged in practice teaching, teaching skill focus, supervisory/data collection focus, and pupil teacher ratio.

Mentor and Student Teachers’ Feedback on Mentoring Issues during Clinical Experience Program

2021 ◽  
Vol 12 (3) ◽  
pp. 325-331
Author(s):  
IntanSafinasMohdAriffAlbakri Et.al
Keyword(s):  
Student Teachers ◽  
Clinical Experience ◽  
Pedagogical Knowledge ◽  
Mentor Teachers ◽  
Three Dimensions ◽  
Written Feedback ◽  
Mentoring Program ◽  
Feedback Form ◽  
Qualitative Research Design

This study was conducted to obtainmentor and student teachers’ views on the mentoring practice during their 16-week clinical experience program (CEP). This study involved 22student teachers who had completed their 16 weeks CEP and 19 mentor teachers. The research employed qualitative research design whereby data was collected using written feedback form. Data was analyzed using thematiccontent analysis to look for emergent themes.The themes emerged related to issues faced during CEP werecategorized according to three dimensions which are affective, professional and technical and linked to the five-factor mentoring model developed by Hudson (2007).Mentor feedback and mentor mentee relationship are two themes that emerged under the affective dimension while pedagogical knowledge and mentoring knowledge were categorized under professional dimension. For technical dimension, the theme time limitation emerged as a dominant theme. This study values mentor and pre-service teachers’ feedback as the crucial factors in revisiting the mentoring program. It is hoped that better understanding of thementoring practices during clinical experience for pre-service teachers can help in improving the quality of mentoring during CEP.

Social Inclusion and Intercultural Values in a School of Education

2017 ◽  
pp. 518-531
Author(s):  
Olga M. Alegre de la Rosa ◽  
Luis M. Villar Angulo
Keyword(s):  
Higher Education ◽  
University Students ◽  
Student Teachers ◽  
Social Inclusion ◽  
Three Dimensions ◽  
Personal Factors ◽  
School Of Education ◽  
Barriers To Learning ◽  
Cultural Experience ◽  
Positive Elements

The aim of the study was to analyze the contextual and personal factors associated with student teachers' inclusive and intercultural values to minimize barriers to learning and participation. It also examined the role higher education played as a facilitator of social inclusion. Method. The sample was comprised of 1234 university students. Researchers applied the Guide Index for Inclusion (Booth & Ainscow, 2000) composed of three dimensions: Culture, Politics and Inclusive Practices. Positive elements emphasized the gender variable with highly significant scores on all dimensions. Besides, younger students with no cooperation between teachers and families didn't collaborate between teachers and family to promote inclusive attitudes. Moreover, it was noted that experience increases to more predisposition to the inclusion and recognition of barriers to learning and participation. As a conclusion, it was recognized that the principles of social inclusion may be influenced by variables such as gender, age, cultural experience and experience with people.

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