scholarly journals Acquisition of Teaching Skills During Teacher Training Programs (B.Ed & M.Ed) and Actual Classroom Practices: A comparative study

2021 ◽  
Vol 1 (1) ◽  
pp. 66-70
Author(s):  
Zain Ul Abdin
Keyword(s):  
Teacher Training ◽  
Teaching Methods ◽  
Classroom Practices ◽  
Training Programs ◽  
Descriptive Statistics ◽  
Teaching Skills ◽  
Head Teachers ◽  
Related Subject ◽  
Teacher Training Programs ◽  
The Mean

The purpose of the study was to examine the discrepancies between the skills acquired and the skills used in the classrooms. 937 head teachers were the population of this study, selected for the primary and Secondary schools of Sindh Provincial. 187 head teachers of Sindh were randomly selected. Five-point Likert Scale was used to get the answers from Heads of school about their teachers in their schools. Descriptive statistics was used to analyse the data. According to the mean score, most of the teachers have no planning. The mean score also shows that appropriate teaching methods are not being used by teachers and have no command over the related subject. In addition, teachers do not have the skills to evaluate students’ performance. The conclusion is that skills which teachers acquired in teacher training program B.Ed & M.Ed don’t use in classrooms. Teachers must be assessed by the authorities whether they are using those skills or not? Whether these skills are required in the actual classroom or not?

Windows and Ladders

2018 ◽  
Author(s):  
Sarah Anne Carter
Keyword(s):  
Teacher Training ◽  
Cultural History ◽  
Classroom Practices ◽  
Training Programs ◽  
Object Lessons ◽  
The World ◽  
Johann Heinrich Pestalozzi ◽  
Teacher Training Programs ◽  
History Of ◽  
Training Exercises

This chapter introduces the intellectual and cultural history of the continental theories and theorists that led to the development of object lessons. Johann Heinrich Pestalozzi and his followers developed classroom practices premised on the notion that information was to be drawn out of children, not crammed into them. Physical engagement with the world was a way to draw that information from children through sense training exercises, or Anschauungunterricht. From Pestalozzi’s famed (but only marginally successful) Swiss schoolrooms, his student Charles Mayo transplanted the ideas that became the basis of object lessons to England. There, through the work of Charles’s sister Elizabeth Mayo, they became the highly regimented foundation for the Home and Colonial Schools teacher training programs and were employed in England, Scotland, India, and Canada, among other places.

scholarly journals Skills Acquired during Teacher Training Programs (B.Ed & M.Ed) and Skills Required in Actual Classroom

2020 ◽  
Vol 3 (3) ◽  
pp. 433-439
Author(s):  
Zain ul Abdin
Keyword(s):  
Teacher Training ◽  
Training Programs ◽  
Simple Random Sampling ◽  
Management Skills ◽  
Teaching Methodologies ◽  
Teacher Training Programs ◽  
Subject Factor ◽  
The Subject ◽  
The Mean ◽  
The Government

The aim of this study was to explore the differences between the skills developed in teacher training programs and the skills used in the classrooms. The population of this study was 937 Head Masters BPS-17 selected through IBA Sukkur. These Head Masters were selected for primary and Elementary schools by the government of Sindh. Data was collected from the participants through simple random sampling. The sample size for this study was 187 IBA Head Masters all over the Sindh. The questionnaire was used as a research tool to get the responses from IBA selected Head Masters about their teachers who are teaching in their schools.  Data was analyzed through descriptive statistics. Participants’ responses were analyzed through percentage, mean, and standard deviation. The mean score shows that the majority of teachers don’t have planning (M= 2.31), presentation (M=2.29), and management skills (2.34). The mean score of command over the subject factor is (M= 2.02), appropriate teaching methodologies factor (M= 2.28) and evaluation skills factor (M= 2.22) shows that majority of teachers don’t have command over the subject and they do not use appropriate and modern teaching methodologies. Furthermore, teachers do not have evaluation skills to measure the students learning objectives and to know the students' strengths and weaknesses. It was concluded that whatever teachers learned in the professional trainings do not use those skills in the classrooms because most teachers are not interested in teacher training programs.

scholarly journals Peace Education Practices in Pre-Service Teacher Training Programs: and Analysis

2016 ◽  
Vol 12 (25) ◽  
pp. 323
Author(s):  
Sufi Amin ◽  
N. B. Jummani ◽  
Sheikh Tariq Mahmood ◽  
Khan Raziq ◽  
Muhammad Ayoob Khan Babar
Keyword(s):  
Teacher Training ◽  
Peace Education ◽  
Teacher Educators ◽  
Training Programs ◽  
Survey Method ◽  
Khyber Pakhtunkhwa ◽  
Teacher Training Programs ◽  
The Mean ◽  
Pre Service Teacher

This study was designed to investigate peace education in pre-service teacher training programs in Khyber Pakhtunkhwa, Pakistan. The objectives of the present study to find out :( a) to examine prevailing practices of peace education in pre-service teacher training programs in Khyber Pakhtunkhwa Pakistan. (b) To evaluate the views of teacher Educators regarding the need of peace education in pre-service teacher training programs in Khyber Pakhtunkhwa Pakistan. (c) To suggest way of integrating peace education in pre-service teacher training programs in Khyber Pakhtunkhwa Pakistan. Using Survey method the data were collected through questionnaire from 245 teachers using simple random technique. A questionnaire was developed to investigate the opinions of the participants of the study. The data was analyzed by using the mean score, frequency and percentage.

Meeting the Needs of Rural Teachers of Visually Impaired Students

1987 ◽  
Vol 81 (5) ◽  
pp. 204-209 ◽  
Author(s):  
M.J. Bina
Keyword(s):  
Teacher Training ◽  
Visually Impaired ◽  
Training Programs ◽  
Rural Teachers ◽  
Sense Of Humor ◽  
Itinerant Teachers ◽  
Teacher Training Programs ◽  
Visually Impaired Students

A survey of itinerant teachers in Texas found that, despite the numerous shortcomings of the job, the respondents believed there were many advantages. The respondents further identified the much needed ability to adjust to change, to put things in perspective, to modify their expectations, and to exercise a healthy sense of humor. This article details these shortcomings and advantages, suggests strategies for overcoming obstacles, and discusses the implications of the findings for administrators of schools and personnel of teacher-training programs.

Public School and University Teacher Training Programs for Behaviorally Disordered Children: Are They Compatible?

1980 ◽  
Vol 5 (3) ◽  
pp. 151-155 ◽  
Author(s):  
Kenneth Kavale ◽  
Alfred Hirshoren
Keyword(s):  
Public School ◽  
Teacher Training ◽  
Training Programs ◽  
Behavior Disorder ◽  
Theoretical Models ◽  
School Behavior ◽  
Behaviorally Disordered ◽  
School Programs ◽  
Teacher Training Programs ◽  
University Teacher Training

The findings from a survey of public school programs for behaviorally disordered children are presented suggesting that a majority considered their theoretical focus to be behavioral. If a majority of university teacher-training programs in behavior disorder also consider their primary theoretical focus to be behavioral as previous research suggested, then the two would appear to complement each other. Another portion of the survey, however, indicated that the pragmatic approaches to treatment found in public school behavior disorders programs cover techniques reflecting a wide variety of theoretical models. Consequently, there exists a mismatch which prevents maximum effectiveness in both teacher training and service delivery for behaviorally disordered children. It was concluded that university teacher training programs should reflect a more eclectic stance by carefully synthesizing assorted theoretical components into a composite which meets the diverse pragmatic demands of public school programs for behaviorally disordered children.1

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