DDP EFL Student Teachers’ Perceptions About the Qualities of a Professional Teacher

2017 ◽  
Vol 9 (1) ◽  
pp. 101
Author(s):  
Melike Bekereci
Keyword(s):  
Study Abroad ◽  
Classroom Management ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teaching Experience ◽  
The United States ◽  
Human Beings ◽  
Local Practice ◽  
Professional Teacher ◽  
Practice Teaching

This study explores how EFL student teachers of an undergraduate dual diploma program describe the qualities of a professional teacher after spending a year in their partner university in the United States, and after experiencing international and local practice teaching contexts. As a case study, the data were obtained through in-depth interviews, student teachers’ observation journals, and a survey. The interviews were audio-recorded and transcribed verbatim. In addition, student teachers’ observation journals were gathered on a weekly basis. As a supplementary tool, International Survey (TALIS) was administered to all participants. The collected data suggested that study abroad and international short-term fieldwork experience made contributions to their perceptions about the ideal teacher thanks to broadening their worldviews about multiculturalism and diversity, and improving their personal skills, including human relation and communication skills. As a result of these experiences, the prospective teachers re-shaped their perceptions and attributed new features indicating interpersonal skills to the image of a professional teacher. The study also revealed that after returning to Turkey and completing Practice Teaching course in one of the cooperating schools, their perceptions were re-shaped again under the influence of experiencing a real teaching context with the same students for a long time. They indicated that while international fieldwork and study abroad experience showed them being fluent in English, patient, eager to raise human beings, and being able to address individual differences in a classroom, thanks to local practice teaching experience, they added new features to them, including love of teaching, motivating students for life-long learning, being a facilitator to help them find their own path, attending to the learner, getting along with students within the framework of respect, kindness and temperateness, dealing with disruptive behaviors and accomplishing classroom management by developing techniques to create a safe and pleasant learning environment for students.

scholarly journals Quality of Practice Teaching Assignments as Experienced by Students Teachers of Silliman University

2019 ◽  
Vol 2 (1) ◽  
pp. 53-67
Author(s):  
Batchiba R. Lacdo-o
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Student Teaching ◽  
Data Gathering ◽  
Teaching Experience ◽  
Teacher Assessment ◽  
Rank Test ◽  
Elementary And Secondary Education ◽  
Significant Difference ◽  
Practice Teaching

This paper compared on-campus and off-campus practice teaching experience of 49 baccalaureate students in Elementary and Secondary Education of Silliman University College of Education. A self-administered questionnaire, the revised Student Teacher Assessment on the Silliman University Student Teaching Program, was the main data gathering instrument used. The Wilcoxon Matched-Pairs Rank Test showed that there was no significant difference in the student teachers’ ratings of their on-campus and off-campus experiences.  The same findings were noted on the challenges they have encountered and the recommendations they have posited, namely: classroom management and mentors’ support and relationship.  Further, the findings revealed that classroom management and mentors’ support and relationship were their top two challenges.  The student teachers strongly recommended that support for student teaching be improved especially in terms of mentors’ support and scheduling.  In addition, they strongly recommended that they are pre-observed by their supervisors before their final student teaching demonstration. 

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.

STUDENT TEACHERS PERCEPTION TOWARDS TEACHING PRACTICUM PROGRAMME

2014 ◽  
Vol 2 (10) ◽  
pp. 121-130
Author(s):  
NORMAH YUSOF ◽  
AKMAH YUSOF ◽  
AZAHARI B MD ALI ◽  
CHE MOHD NAZRIN B CHE MOHD YUSOFF ◽  
MOHD NUR SHAFIQ B MOHD FARZA ◽  
...  
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
School Environment ◽  
Qualitative Methodology ◽  
Teaching Experience ◽  
Classroom Teachers ◽  
Teaching Practicum ◽  
And Linguistics

One of the requirements to qualify as a teacher is to undergo a teaching practicum during which one gains teaching experience. This practicum is considered as the most significant way in helping student teachers to become effective classroom teachers. This study investigates UniSZA student teachers perception towards teaching practicum and the challenges encountered by them. 45 Diploma in Teaching of English (TESL) Semester 5 students at the Faculty of Languages and Linguistics (FLL), Universiti Sultan Zainal Abidin (UniSZA) were chosen as respondents. The research employed qualitative methodology with questionnaire administered to examine the respondent’s answer for every question asked. The findings indicated that the student teachers have different perception and expectation regarding teaching practicum but most of them looked forward to it. The result of this study also highlighted two prominent challenges encountered by the student teachers that were to adapt with the school environment and the classroom management. Findings of this study would provide a deeper understanding on the Teaching Practicum organized by the Faculty of Languages and Communication.

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.

scholarly journals Dynamics of Difficulties Experienced by Prospective Teachers of Psychology During Teaching Practice

Pedagogika ◽  
2017 ◽  
Vol 125 (1) ◽  
pp. 122-131
Author(s):  
Albina Saikauskienė ◽  
Tomas Lazdauskas
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Active Response ◽  
Qualitative And Quantitative ◽  
Quantitative Data Analysis ◽  
Pedagogical Competence ◽  
First Contact

In the opinion of authors involved in studies on teacher education, teaching practice is an essential period of professional development (Hormenu et al., 2014; Hussain et al., 2013; Kirbulut & Bektas, 2011) and personality transformation (Schoeman & Mabunda, 2012) that enables student teachers to develop their professional and classroom identity as well as strengthening knowledge of theory and practice (Lakateb, 2016; Morales Cortés, 2016). Therefore, an analysis of the experience gained during each practice, as well as its dynamics, is undoubtedly useful in developing an active response to the difficulties faced by the student teachers and in adjusting the training process in a way that convinces them they are sufficiently prepared to overcome these difficulties. This study is an analysis of the difficulties faced by prospective teachers of psychology during their teaching practice and the dynamics of such difficulties. We have analysed the reflections of two teaching practices of the previous two years undergone by the same student teachers (n = 34). In the study, we applied qualitative and quantitative data analysis methods. The analysis of the results shows that during the practice students usually doubt their skills and competences in confronting difficulties in classroom management such as first contact with pupils, attention management, involvement in activities, response to misbehaviour, maintenance of discipline etcetera. The quantitative analysis of the confronted difficulties shows that the proportion of the experienced difficulties does not change from one practice to another (McNemar test χ2 < 3.84). More than half (56 %) of students pointed out the same difficulties faced during the first and the second practice. Although some student teachers assess their pedagogical competence as improved, it remains unclear why a meaningful reduction of the difficulties reported after the first practice does not take place in the second practice. The results suggest more research is needed into the dynamics of difficulties experienced by student teachers and into planning new ways to develop professional competences.

EVALUATION OF THE PRESCHOOL TEACHING PRACTICE I-II COURSE ACCORDING TO THE VIEWS OF THE PRACTICE TEACHERS AND THE STUDENT TEACHERS

2021 ◽  
Vol 6 (11) ◽  
pp. 1-20
Author(s):  
Semanur KADAKAL ◽  
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teaching Practice ◽  
Preschool Education ◽  
Teaching Experience ◽  
Teacher Candidate ◽  
Teaching Profession ◽  
Snowball Sampling ◽  
Practice Teacher

It is stated that one of the most important stages in the training of a teacher is that teacher candidates gain practical teaching experience in schools (Ünlüönen & Boylu, 2007). Together with the lecturers in the faculty, the people who will contribute to the training of the teacher candidate and guide the teacher candidate in the school dimension of the process, namely the application part, are the practice teachers. MoNE defines the practice teacher as "the teacher who has a teaching formation in the practice school, selected from among the experienced teachers, guides and counsels the teacher candidate in gaining the behaviors required by the teaching profession". Practice teachers should be open to collaboration, willing to introduce teaching-learning processes, and sharing (Coşkun & Yalın Uçar, 2012). Since the application students gained their first professional experience under the guidance of the practice within the scope of the Teaching Practice course, the practice teacher should understand the importance of this process and know his responsibility. Teacher candidates find the opportunity to apply the knowledge they have acquired at the end of their 4-year undergraduate education in a real environment for the first time. Based on these points, the aim of this study is to evaluate the opinions of preschool student teachers studying at the same university and practice teachers about their practices in preschool education institutions within the scope of the "Teaching Practice I-II" course. This research was carried out to determine the opinions of 10 pre-school teachers working in 5 state kindergartens randomly selected from Küçükçekmece, Bakırköy and Ataköy districts of Istanbul province and 10 preschool stundent teachers studying at a foundation university in Istanbul on Teaching Practice I-II courses. Within the scope of the research, two data collection tools, "Teacher Interview Form" and "Student Interview Form", were used. The teachers and student teachers were determined by using the "snowball sampling" method. In the research, semi-structured interviews were conducted with a total of 20 people, including 10 preschool student teachers and 10 practice teachers. While the student teachers found the education they received at the university as theoretical and they could not implement activities that might interest children in the classroom, the practice teachers stated that the presence of teacher candidates in their classrooms provided an advantage especially in terms of supporting them in art activities, but they did not find their classroom management dominance sufficient. While the student teachers found their communication with them good, they stated that the student teachers should improve themselves in the activity implementation processes.

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.

scholarly journals Pre-service Teacher Training Programs in the Philippines: The Student-teachers Practicum Teaching Experience

EFL Journal ◽  
2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Mark Bedoya Ulla
Keyword(s):  
Teacher Training ◽  
Classroom Management ◽  
Student Teachers ◽  
Training Programs ◽  
Teaching Experience ◽  
Private University ◽  
The Philippines ◽  
Teaching Resources ◽  
Teacher Training Programs ◽  
Pre Service Teacher

Pre-service teacher training is one of the most important aspects of every teacher’s education curriculum as it prepares student-teachers to become qualified teachers in the future. This paper explored the pre-service teacher training programs in the Philippines through the practicum experience of the 21 junior and senior BSEd and BA English student-teachers from a private university in Mindanao, Philippines. Data were taken from classroom observations, group interview, and modified questionnaire. The findings revealed that there was a different standard policy of pre-service teacher training programs for BSEd and BA English. While BSEd-English concentrated on developing professional teachers for secondary schools, BA-English focused on developing not just teachers but professionals with exceptional communication skills. The student-teachers also reported some challenges in practicum teaching; classroom management, teaching confidence, and lack of teaching resources. Some solutions to overcome the challenges were suggested.

scholarly journals Ethics And Corporal Punishment Within The Schools Across The Globe

2012 ◽  
Vol 8 (2) ◽  
pp. 165-172
Author(s):  
Usha Rajdev
Keyword(s):  
United States ◽  
United Kingdom ◽  
Study Abroad ◽  
Classroom Management ◽  
Corporal Punishment ◽  
The United States ◽  
Study Abroad Programs ◽  
Anthropological Research ◽  
Management Discipline ◽  
Specific Discipline

This paper contains cultural anthropological research on various discipline measures used within the classrooms in India, United Kingdom, China, Africa, and the United States. My recent visit to schools in India on study abroad programs prompted my desire to research across the globe different methods of classroom management discipline conducted within the schools. Findings suggest that corporal punishment is being favored among most countries. Hitting or yelling at a child, a common practice in some schools is not ethically acceptable by me, as an educator, nor by my students who witnessed several incidences whilst in India. We were caught in the ethics verses culturally acceptable norm dilemma. The purpose of this paper is not to devise specific discipline measures at this juncture, but rather to investigate the acceptable practices within the classrooms in the above stated countries. Implications for this only further my ethical obligations and challenges that lie ahead.

scholarly journals Transitioning into Teaching as a Second Career: Skill Carry-Over, Professional Experience, and Classroom Performance

2020 ◽  
Vol 13 (12) ◽  
pp. 88
Author(s):  
Abdulaziz S. Alharbi
Keyword(s):  
Teacher Training ◽  
Classroom Management ◽  
Student Teachers ◽  
Teaching Experience ◽  
Teaching Profession ◽  
Group Method ◽  
Second Career ◽  
Student Interactions ◽  
Carry Over ◽  
Training Programmes

The present study aims to identify the motivations of those who move to the teaching profession from pre-existing careers in other areas, and to explore the transferrable skills and experiences they bring with them to the classroom. Participants were selected from among students in a teacher-training program, all of whom had previous careers&mdash;in the military, as counselors, as security staff, and in other areas&mdash;and all of whom were in the final stages of their in-classroom practical teaching experience. The study used a semi-structured focus group method to elicit self-reports of these student-teachers&rsquo; experiences of classroom management, student interactions, and actual approach to pedagogy, as well as their motives for seeking a change of career. The study revealed that the most important factors motivating the switch were a combination of economic ones, such as career stability and salary, and personal, social factors such as the desire to transmit one&rsquo;s values to the next generation. The results also pointed strongly toward the utility, relevance, and usefulness of prior experience in other careers, and participants noted their own preparedness to manage chaotic social situations or draw on real-world experiences to explain complex or morally difficult ideas. The study supports recommendations that teacher training programmes focus on practical aspects of second-career teacher preparation, and support them in adjusting to their new roles and new identities.

Sign in / Sign up

Export Citation Format

Share Document