Instructional Guidance to Zimbabwean Experienced Student Teachers with Bachelor’s Degrees Studying Towards Postgraduate Diplomas in Education

2018 ◽  
Vol 40 (1 & 2) ◽  
Author(s):  
Leona Mandiudza
Keyword(s):  
Student Teachers ◽  
Professional Growth ◽  
Professional Training ◽  
Teaching Practice ◽  
Group Discussion ◽  
Training Programme ◽  
Instructional Leaders ◽  
Leadership Positions ◽  
Junior Staff ◽  
Instructional Guidance

Instructional guidance is an essential component of the professional training teachers receive as it assists in the production of efficient and effective teachers. The story of experienced graduate teachers who have no requisite professional qualifications is unique as these teachers join a training programme, the Post Graduate Diploma in Education (PGDE), when they already have some experience in teaching, with some already in instructional leadership positions at their schools. The problem arises when they are the ones to be supervised when they join the training programme. This research study sought to solicit these graduate trainees’ perceptions concerning the effectiveness and usefulness of the programme to them with the aim of establishing how they are guided and who their instructional leaders or mentors are when they are on teaching practice (TP). This was a qualitative multiple case study of five purposively sampled student teachers who are instructional leaders at their schools. Data was collected through interviews with these students and a focus group discussion with five lecturers who went out to supervise them on TP. The study found that these student teachers did not have mentors or did not make use of them and therefore lacked support and guidance when on TP. They, in most cases, did not want the junior staff members to know that they were pursuing a professional programme which then affected their preparations for their supervisors (the college lecturers). The study recommends that graduate teachers be encouraged to join professional programmes immediately after completing their first degrees, before they are engaged as teachers and even given positions of leadership which make them mentors, or instructional leaders, before they attain a professional qualification. The universities can also marry the bachelor’s degrees with an education component. The Ministry of Education should appoint fully qualified teachers to leadership positions in order for them to be able to assist the novice teachers and students deployed to their schools. The university can also deploy these students to other schools where they can get instructional guidance which is essential for their professional growth.

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 The Use of Digital Portfolio to Assess the Student Teachers’ Professional Skills

2021 ◽  
Vol 30 (10) ◽  
pp. 87-98
Author(s):  
N. V. Tikhonova
Keyword(s):  
Student Teachers ◽  
Information And Communication Technologies ◽  
Student Teaching ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Professional Skills ◽  
Teacher Student ◽  
School Teaching ◽  
Digital Portfolio

Nowadays, digital technologies are widely used at all levels of education and are effectively integrated into diverse teaching and learning activities (transmission of information, educational projects, presentations, games, training, modeling, evaluation and competence assessment, etc.). Information and communication technologies are considered in this study as a key element of assessment of teacher student professional skills and competencies during school teaching practice. A digital portfolio is regarded as a form of authentic assessment of teaching practice and a way to improve teaching performance and to contribute to pre-service teachers’ professional growth. The purpose of the research is to analyze the opportunities and potential benefits as well as the disadvantages of using digital portfolio in teacher preparation course and to propose recommendations for the full realization of this method’s potential. The author analyzes the experience of Swiss teachers in using a digital portfolio to assess the results of student teaching practice. The research focuses on the role of the digital portfolio in developing the pre-service teachers’ ability to selfassessment and self-reflection.

scholarly journals The determination of cooperative teacher’s knowledge problems: training device and attractiveness of Tunisian student-teachers

2018 ◽  
Vol 23 (2) ◽  
pp. 98-105 ◽  
Author(s):  
W. Zayed ◽  
M.S. Zguira ◽  
N. Souissi ◽  
N. Bali
Keyword(s):  
Student Teachers ◽  
Professional Training ◽  
Female Student ◽  
Teaching Practice ◽  
Education Student ◽  
Training Device ◽  
Male And Female ◽  
Teacher's Knowledge ◽  
The Impact ◽  
And Training

Purpose: This study was to explore the impact of the cooperative teacher’s (CT) knowledge on attractiveness of Physical Education Student Teachers (PE-ST) believed to be important for a successful process of learning to teach and training device in the workplace. The CT is considered, a key element, a person of alternation between academia and training contributing to the formation by advice and support that take place during the teaching practice. The Cooperative Teacher must have a style; develop a training contract, master interview techniques and make evaluation. Material: Data were collected with 302 student teachers (202 males and 100 females) after professional training. A descriptive/exploratory methodology based on a questionnaire consisting of twenty questions was used. The value of Cronbach alpha index is 0.729. Results: globally supported the hypotheses. Male and female student teachers in the internship shared several perceptions. However, significant differences emerged. Student-teachers’ perception of CT knowledge and practice developed relatively professional skills as well as the feeling of discomfort which can lead to work stoppage. However, the impact of CT knowledge on attractiveness was significant. The inefficiency advice between actors in the professional life and several aspects of CT knowledge are provided. In addition, data are provided indicating that overall there are more similarities than differences between male and female student teachers over a response number. Data also shows that females who participate in the internship may be at risk for discomfort, incapability and doubt their practices. Conclusions: This study will encourage Teacher’s to reflect on their own knowledge, training device and to include them in the process of educational development.

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.

Blog Phenomenology

2018 ◽  
Vol 13 (2) ◽  
pp. 62-77 ◽  
Author(s):  
Micheal M. van Wyk
Keyword(s):  
Distance Learning ◽  
Student Teachers ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Research Approach ◽  
Self Directed Learning ◽  
Interpretive Phenomenology ◽  
Bachelor Of Education ◽  
Student Profiles

The higher education sector faces new opportunities and dilemmas such as budgetary constraints, changing student profiles, demanding quality assurance practices, efficient course delivery modes, the changing role of academics, and reliable assessment practices. At the same time, exciting opportunities are presented by Web 2.0, for example blogs, and information technology-integrated teaching and learning sites. This article explores the usefulness of blogs in supporting Postgraduate Certificate of Education and Bachelor of Education students who are learning to teach Economics in open distance-learning environments. An Economics blog was created for students during their teaching practice period to critically reflect on their learning processes and share teaching practice experiences to enhance professional growth. A qualitative research approach, employing an interpretive phenomenology, was used to study phenomena that are experienced by student teachers. Findings showed the usefulness of blogs as a supportive e-learning tool in constructing a teaching philosophy and the identity of student teachers. Furthermore, blogs emerged as an empowering and attractive way of fostering self-directed learning and providing evidence of achievement for warranting purposes – particularly in the context of a teacher education course at an open distance-learning university. The positive lived experiences of student teachers indicated that the subject teacher mentoring and coaching effectively facilitated teaching Economics. Moreover, it emerged that blogs embracing reflective practices presented the opportunity for self-appraisal on personal values, teaching styles and strategies of learning, thus enhancing self-efficacy.

scholarly journals Oral Communication Difficulties Student-Teachers Face during their Practice of Teaching English at Arba Minch Teachers’ Training College: Ethiopia

2019 ◽  
Vol 7 (4) ◽  
pp. 52-59
Author(s):  
Tesfaye Buche Bosha Desalegn Youpo Ukute
Keyword(s):  
Student Teachers ◽  
Quantitative Methods ◽  
Teaching Practice ◽  
Group Discussion ◽  
Oral Communication ◽  
Qualitative And Quantitative Methods ◽  
Communication Difficulties ◽  
Spss Software ◽  
Teachers Training

This research reports a case study of English majoring student-teachers’ oral communication difficulties at Arba Minch College of Teacher Education during their fourth round teaching practice. The overall aim of the study was to investigate the difficulties that English majoring student-teachers face in their oral communication in the teaching of English during their final teaching practice. To do this, the study employed qualitative and quantitative methods. Interview, questionnaire, classroom observation and focus group discussion were used to gather relevant data from student-teachers, students and ACTE instructors. The quantitative data were analyzed using SPSS software and the qualitative data were reported verbally. The results of the study revealed that the majority of the student-teachers have faced difficulties to express and share their ideas using English, to pronounce words correctly, to use grammatically correct sentences and to speak English consistently. Thus, it is better to recommend the concerned bodies should mitigate the identified problems through well built mobilizations.

scholarly journals INTEGRATING EIL PEDAGOGY IN A PRE-SERVICE TEACHER EDUCATION PROGRAM

2014 ◽  
Vol 25 (2) ◽  
pp. 217 ◽  
Author(s):  
Nugrahenny T. Zacharias
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Group Discussion ◽  
Native English Speakers ◽  
Individual Interviews ◽  
Expanding Circle ◽  
World English

Among the existing pedagogies to teach English, many scholars have claimed that English as International Language (EIL) pedagogy is the most suitable pedagogy to the changing sociolinguistic landscape of English and English users. Despite such strong claims, little is actually known on how EIL pedagogy is experienced by teachers. The present article documented the experience of ten bilingual English student-teachers (BESTs) on practicing EIL pedagogy in a Microteaching course and during the teaching practice. Data were collected primarily from a focus group discussion and three individual interviews. The findings of the study indicated the complexity of practicing EIL pedagogy in the classroom. BESTs were enthusiastic about EIL pedagogy that they voluntarily decided to continue practicing the pedagogy during the teaching practice. Despite the enthusiasm in practicing EIL, the study points to the limited understanding BESTs have of EIL pedagogy when it relates to setting pedagogic models. Although some BESTs did attempt to bring local Englishes into the classroom, it seems they continue to perceive Native English Speakers (NES)/standard English as the desirable pedagogical models. The paper ends with specific suggestions for preservice teacher education program to better prepare BESTs to teach English in the era of World English particularly in Expanding circle countries.

TRAINING USE IN PREPARING FUTURE TEACHERS TO BUILD A PROFESSIONAL CAREER

2019 ◽  
pp. 46-54
Author(s):  
Taras Olefirenko
Keyword(s):  
Capacity Building ◽  
Final Stage ◽  
Professional Training ◽  
Group Discussion ◽  
Role Play ◽  
Future Teachers ◽  
Professional Career ◽  
Training Organization

The article presents the experience of using training teaching technologies in the process of future teachers’ professional training. There is considered the specificity of the training organization, which includes all types of training that affect the qualities, skills and abilities that are manifested in the process of communication with students. The main stages of the training are highlighted, which include: the stage of capacity building; the orientation phase, in the form of role play or group discussion; the stage of study and the final stage.

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