Teaching Practice Monitoring and Supervision Experiences towards Improving Pre-Service Teacher Training in Tanzania: A Case Study of Mwenge Catholic University

2018 ◽  
Vol 7 (7) ◽  
Author(s):  
Joseph Lasway Angelista
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Catholic University ◽  
Pre Service Teacher

THE ANALYSIS OF PROBLEM BASED LEARNING (PBL) IN MICRO TEACHING COURSE TO FIT THE REQUIREMENT OF EFFECTIVE PRE-SERVICE TEACHERS

2019 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Linda Linda ◽  
Apandi
Keyword(s):  
Qualitative Method ◽  
Teaching Practice ◽  
Problem Based Learning ◽  
Real Field ◽  
English Department ◽  
Effective Teacher ◽  
Existing Problems ◽  
Apply Problem ◽  
Pre Service Teacher

One of phenomena that occur in the educational world is the issue of discrepancies that occur between theory the pre-service teacher learned in college with implementation when they should teach in thereal fields (schools). Problem Based Learning (PBL) becomes one of the efforts to bridge the existing problems. This research is conducted to find out the extend of Problem Based Learning (PBL) in Micro Teaching course since the course must be accomplished by students before carrying out practical activities in the real field in the school at teaching training program. The writer uses descriptive qualitative method. And in this research the writer uses case study as a research design to find out the purpose of the research. The participants of the the research are 8 students from a class of micro teaching course in English Department of Universitas Swadaya Gunung Jati. In this paper, The Students as the Pre Service Teacher(s) are coded PST(s). The writer uses observation as the instruments of the research. Theory of Miles and Huberman are used to collect data from observation. Regarding to the discussion above, the four aspects of competences of effective teacher are shown in the teaching practice done by the students of Micro teaching course that apply Problem Based Learning (PBL). The majority results of the observation explain that applying Problem Based Learning in Micro Teaching course develops pre-service teachers competence in their teaching in classroom. This research shows pre-service teachers can integrate their competences and create good performance in their teaching practice.

scholarly journals International experience in organization of teaching practice in teacher training and some recommendations

2020 ◽  
Vol 4 (2) ◽  
pp. 80-84
Author(s):  
Her Chongmouayang ◽  
Nghi Van Bui
Keyword(s):  
Teacher Training ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Teaching Skills ◽  
Pedagogical Practice ◽  
Analysis Method ◽  
Training Process ◽  
Teacher Trainees ◽  
Strict Guideline ◽  
Pre Service Teacher

Given the strict guideline and significant innovation from the Laos Government, there are certain limitations in teacher training in Laos. This paper focuses on selected internationally published works on training teaching skills for prospective teachers (pre-service teachers) with document analysis method on articles and books of authors outside Laos. Subsequently, some recommendations to help innovate the pre-service teacher training process in Laos would be proposed in order to contribute to the development of teachers’ pedagogical competencies. It is suggested that the time allowance for pedagogical practice in high schools with the guidance of expert teachers, possibly through lesson planning and micro-teaching be increased. It is also necessary to pay more attention to equip teacher trainees with skills in using information technology and software in teaching (in particular pre-service mathematics teachers).

scholarly journals University-school cooperation: Perspectives of pre-service teachers, practice teachers and faculty members

2021 ◽  
Vol 17 (1) ◽  
pp. 47
Author(s):  
Sultan Selen Kula ◽  
Mutlu Pınar Demirci Güler
Keyword(s):  
Thematic Analysis ◽  
Teaching Practice ◽  
Faculty Members ◽  
Classroom Teaching ◽  
Study Group ◽  
School Collaboration ◽  
Research Designs ◽  
The University ◽  
Pre Service Teacher

The research aimed to determine the views and expectations of pre-service teachers studying in the field of classroom teaching, practice teachers in practice schools, and faculty members responsible for courses related to teaching practice regarding teaching practice processes. The research was designed as a case study from qualitative research designs. The study group consists of 36 female and 9 male, aged between 21 and 25, totally of 45 pre-service teachers; 16 female and 30 male, aged between 30 and 51, totally of 46 practice teachers; 4 female and 7 male, aged between 30 and 51, totally of 11 faculty members. The data was collected in writing with separate forms for pre-service teachers, practice teachers, and faculty members. The data was analyzed by thematic analysis. The results of the research suggest that the existing operation regarding the university-school collaboration is insufficient and those pre-service teachers have the expectation to increase the practice courses in terms of number and duration. It is thought that the interaction between the university and the school should be improved in all aspects. This research is expected to be a guide for revealing expectations of related parties and improving the process during the teaching practice.   Keywords: Pre-service teacher, Teacher training, Teaching practice, University-school cooperation.

scholarly journals EXPLORING THE IMPORTANCE OF PLURILINGUAL COMPETENCE IN THE PRE-SERVICE TEACHER TRAINING: A CASE STUDY OF TEACHER TRAINING COLLEGES OF ALGERIA

2021 ◽  
Vol 03 (06) ◽  
pp. 315-322
Author(s):  
Souhila BENZERROUG ◽  
Samah BENZERROUG
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
Language Education ◽  
Structured Interview ◽  
University Teachers ◽  
Language Studies ◽  
Teacher Training Colleges ◽  
French And English ◽  
Pre Service Teacher

The present research paper highlights the importance of plurilingual competence to language education in pre-service teacher training at the Teacher Training College of Bouzareah-Algeria-. The study is designed to gain insight into the development of pluringual competence in the pre-service program that is addressed to the students of the departments of French and English. It aims at enhancing the teaching and learning of foreign languages in order to meet the universal requirements related to interculturality and plurilingualism.To achieve the above mentioned aims, the researchers interviewed ENSB teacher trainers to investigate their perceptions towards the teaching of that competence. A qualitative method was then employed by using a semi-structured interview with university teachers of Didactics and Language Studies in order to identify the extent of interest that is assigned to the development of plurilingual competence in the teaching practices as well as the syllabus content‎.

scholarly journals Play for Adults: Play-Based Approaches in Teacher Training

2019 ◽  
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Intergenerational Relationships ◽  
Training Programme ◽  
Social Emotional ◽  
Short Article ◽  
The Impact ◽  
Creativity And Innovation ◽  
Academic Content

Although play exemplifies one of the highest forms of experiential learning and can foster creativity and innovation in adults, it is less frequently used explicitly in adult training. This short article explores a play-based approach to enhance teachers’ confidence in using play-based pedagogy through a case study on the Continuum of Teacher Training (COTT), Right To Play International’s in-service teacher training programme. The CoTT is a 21-day programme, which is contextualized and delivered in 16 countries. It integrates play-based learning methods into teaching practice while aligning with local curriculum and infusing academic content with social-emotional skills development. The article concludes with preliminary insights on the impact of the model on children’s social-emotional learning and academic achievement and argues for the critical importance of play for adults to support intergenerational relationships and quality play-based approaches.

scholarly journals Interaction management as a tool for pre-service teacher training: Initial reflections on a case study

2020 ◽  
pp. 45
Author(s):  
Roberta Ferroni ◽  
Marilisa Birello
Keyword(s):  
Teacher Training ◽  
A Posteriori ◽  
Pre Service Teacher ◽  
Interaction Management ◽  
Estudio De Caso

Este artículo analiza cómo un futuro profesor de italiano como lengua extranjera gestiona episodios interactivos en que los alumnos se comportan de manera contraria a las obligaciones impuestas por el profesor, de-ritualizan el escenario educativo, y reivindican su rol como “yo” sujeto por encima del rol de “yo” estudiante. El marco teórico que sustenta el presente trabajo está orientado en la pedagogía de la interacción y utiliza el análisis de las interacciones que tienen lugar en el aula como una estrategia de formación profesional. Las reflexiones que se desprenden de este estudio de caso muestran que la observación de estos episodios puede ser un instrumento válido para reflexionar sobre la actividad didáctica y servir como input para la formación del profesorado. Emerge la necesidad de proponer actividades de aprendizaje que planteen situaciones comunicativas significativas estrechamente relacionadas con los objetivos de aprendizaje y que tengan en cuenta las necesidades de los estudiantes. Además, el análisis a posteriori de las interacciones ha permitido al docente reflexionar sobre sus prácticas y volverse más consciente de ellas.

scholarly journals Ecological Conversion in the College Classroom

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Christiane M. Lang Hearlson
Keyword(s):  
Teaching Practice ◽  
Holistic Approach ◽  
Social Teaching ◽  
Transformative Pedagogy ◽  
Student Agency ◽  
Catholic University ◽  
Ecological Spirituality ◽  
Practical Theological ◽  
The University

This essay describes an introductory theology course that appears to support ecological conversion. Ecological conversion is a term from Catholic Social Teaching popularized by Pope Francis in Laudato Si’; it indicates a transformation that results in ecological spirituality. The author, a Protestant theology professor at a Catholic university, makes a brief case for ecological conversion in the university and offers four reasons for the course’s impact: 1) a case study on consumerism, 2) cultivation of attentiveness, 3) a transformative pedagogy, and 4) a holistic approach. The author describes the units of the course, which are adapted from Richard Osmer’s practical theological reflection cycle, operationalized as a transformative pedagogy. The author shows how the course units track with a conversion sequence outlined by Lewis Rambo while calling for student agency and appropriation, thus supporting ecological conversion. The author details teaching practice and student engagement.

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