scholarly journals Trainee Teachers' Perspectives on Microteaching

2020 ◽  
Vol 3 (1-2) ◽  
pp. 108-118
Author(s):  
Yam Nath Adhikari
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Real Life ◽  
Training Programme ◽  
Vital Role ◽  
Teaching Career ◽  
Trainee Teachers ◽  
Self Confidence ◽  
Positive Attitudes ◽  
Practice Teaching

 Microteaching is one of the most recent innovations in teacher training programme. It is used as a professional developmental tool for pre-service or in-service teacher training courses. Microteaching seems a good technique to train trainee teachers, when he/she has to perform his/her teaching either in practice or real life. The objective of this research was to explore perspective of trainee teachers towards microteaching. The sample size of the study consisted of 40 trainee teachers of B.Ed. from Prithvi Narayan campus, Pokhara. The informants were selected purposively. By taking their consent, I visited the school and distributed the questionnaire, where the student-teachers were practising in practice teaching. A set of close-ended questionnaire was used as the data collection tool. The data were presented in percentage and analyzed and interpreted descriptively. The results reveal that microteaching plays a vital role to improve the trainee teachers’ pedagogical skills, competencies, build self-confidence, make positive attitudes towards teaching life by limited sources and within minimum available facilities, provide valuable teaching experiences, and make them aware of the benefits. Further, microteaching deals with the emerging challenges that will happen in the real teaching career of the trainee teachers. All the respondents put their positive perspectives on microteaching although microteaching is not seriously taken by the practitioners. This study implies that microteaching is necessary for trainee teachers to prepare themselves in a better way for upcoming teaching career.

Insights from a Bourdieusian lens

2014 ◽  
Vol 26 (1) ◽  
pp. 22-38 ◽  
Author(s):  
Adeline Yuen Sze Goh
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Workplace Learning ◽  
Training Programme ◽  
Practical Significance ◽  
Theoretical Point ◽  
Legitimate Peripheral Participation ◽  
Learning Context ◽  
Content Type ◽  
Trainee Teachers

Purpose – This paper aims to extend the workplace learning literature by conceptualising the relationship between college-based and workplace learning, through critically examining how trainee teachers learn when they enter an initial teacher training programme. Design/methodology/approach – This paper draws on the findings of a completed research study which explores how individuals learn to become a vocational and technical teacher (VTE) in Brunei. The research comprises a qualitative study of a group of student teachers enrolled on a one-year teacher training programme that consists of a combination of college-based and workplace learning. This approach argues that it is necessary to look beyond demarcating what is formal and informal learning. Findings – From a theoretical point-of-view, Bourdieu's theoretical tools can be used to extend Lave and Wenger's notion of legitimate peripheral participation in understanding how individuals learn in a learning context. This approach provides us with a way to think of learning as relational to the individuals. That is, learning is influenced by the roles and practices of each individual, even within the same learning context. Thus, to label the college-based learning as formal and workplace learning as informal is unhelpful in understanding this relationship. Practical implications – Understanding that roles and practices in different learning sites such as college and workplace influence learning has practical significance for teacher training organisations wanting to focus on learning issues and opportunities for the development of trainee teachers. More specifically, such an understanding also acts as a reminder to teacher training organisations of the importance of considering learning within a teacher training programme as a whole, rather than focusing only on the practices within each of the learning sites. Originality/value – This paper highlights the importance of roles and practices in relation to particular situations which are often overlooked in the learning literature. In addition, the paper focuses on both college-based and workplace learning in order to understand learning within a vocational and technical teacher training programme.

scholarly journals Design principles to consider when student teachers are expected to learn mathematical modelling

Pythagoras ◽  
2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Rina Durandt
Keyword(s):  
Mathematical Modelling ◽  
Student Teachers ◽  
Mathematics Teachers ◽  
Formal Education ◽  
Real Life ◽  
Design Principles ◽  
Mixed Data ◽  
Cyclic Process ◽  
Positive Attitudes ◽  
Modelling Cycle

This article sets out design principles to consider when student mathematics teachers are expected to learn mathematical modelling during their formal education. Blum and Leiß’s modelling cycle provided the theoretical framework to explain the modelling process. Learning to teach mathematical modelling, and learning to solve modelling tasks, while simultaneously fostering positive attitudes, is not easy to achieve. The inclusion of real-life examples and applications is regarded as an essential component in mathematics curricula worldwide, but it largely depends on mathematics teachers who are well prepared to teach modelling. The cyclic process of design-based research was implemented to identify key elements that ought to be considered when mathematical modelling is incorporated in formal education. Fifty-five third-year student teachers from a public university in South Africa participated in the study. Three phases were implemented, focusing firstly on relevance (guided by a needs analysis), secondly on consistency and practicality via the design and implementation of two iterations, and lastly on effectiveness by means of reflective analysis and evaluation. Mixed data were collected via a selection of qualitative instruments, and the Attitudes Towards Mathematical Modelling Inventory. Through content analyses students’ progress was monitored. Results analysed through SPSS showed significant positive changes in their enjoyment and motivation towards mathematical modelling. Student teachers require sufficient resources and opportunities through their formal education to participate regularly in mathematical modelling activities, to develop competence in solving modelling tasks, and to augment positive attitudes. This study adds value to the global discussion related to teachers’ professional development regarding mathematical modelling.

scholarly journals How different reflective learning activities introduced into a postgraduate teacher training programme in England promote reflection and increase the capacity to learn

2018 ◽  
Vol 105 (1) ◽  
pp. 60-73
Author(s):  
Melissa Jane Hannah Mantle
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Learning Strategy ◽  
Action Learning ◽  
Training Programme ◽  
Reflective Learning ◽  
Learning Activities ◽  
Training Institution ◽  
Education Student ◽  
Learning Sets

Student teachers in England are expected to learn from experience in order to become reflective practitioners and to achieve Qualified Teacher Status. This study is a qualitative project studying whether and how different reflective learning activities introduced into a postgraduate teacher training programme promote reflection and increase the capacity to learn. It takes an interpretative approach, generating qualitative data on the reflection of students and the most effective learning methods. The study took place over a one-year period in one teacher training institution. The data arose from Post Graduate Certificate of Education student teacher responses to different reflective learning activities and subsequent interviews followed by an evaluation of the effectiveness of the overall learning strategy. Of the four activities used to promote reflective learning (discussion groups, action learning sets, journals and interviews), the action learning sets had the most impact on the student teachers’ ability to reflect. The implication for initial teacher training programmes is that providers need to recognise the importance of oral reflection within a communal setting.

scholarly journals 'TEACHING TO THE HALO-EFFECT': SOCIAL JUSTICE ISSUES AMONG TRAINEE-TEACHERS AT ONE TEACHER TRAINING INSTITUTION IN JAMAICA

2013 ◽  
Vol 55 (1) ◽  
pp. 88-99
Author(s):  
Paul Miller ◽  
Carmel G. Roofe
Keyword(s):  
Social Justice ◽  
Teacher Training ◽  
Teacher Educators ◽  
Training Programme ◽  
Teaching Quality ◽  
Training Institution ◽  
Trainee Teachers ◽  
Teacher Trainees ◽  
Teacher Training Institution ◽  
Local Students

Social Justice themes have dominated education discourses over the decade of the 2000s with ideas ranging from equality in terms of gender, access to resources, teacher quality and the quality of students. These debates are not easily resolved and whereas concerns from policy makers and teacher-educators were often spotlighted, the opinions of teacher-trainees themselves were more or less absent from the discourse. This research sought to find out the views of teacher-trainees about their training experiences and how their interpretations of these experiences lead them to feel and act. This exploratory study therefore was conducted by collecting data from 41 third year teacher-trainees enrolled in a four year teacher training programme in Jamaica. Data was collected through two focus group interviews which were transcribed, sorted, coded and themes identified. The study was framed in the context of Rotter’s Locus of Control (1966) and Bourdieu’s (1977) Institutional Habitus. The main findings reveal that local students feel international students are treated more favourably; adequate learning resources are not always available (for labs especially) and some students are believed to be disadvantaged by lecturers because of how they speak and how they carry themselves (physical appearance). The researchers conclude that these are social justice issues that must be resolved to ensure a system that is built on the values of enabling rather than constraining. Key words: favouritism, exclusion, trainee-teachers, social justice, teaching quality.

scholarly journals Enhancing Pre-Service EFL Teachers’ Teaching Skill through Teacher Training: A Case Study of a University in Thailand

2021 ◽  
Vol 12 (3) ◽  
pp. 1
Author(s):  
Anamai Damnet
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Student Teachers ◽  
Teaching Practice ◽  
Vital Role ◽  
Management Program ◽  
Teachers Perceptions ◽  
Training Course ◽  
Efl Teacher ◽  
Efl Teachers

EFL teacher training for pre-service teachers plays a vital role in second language teacher education (SLTE). In Thailand, pre-service EFL teacher training benefits in helping student-teachers gain confidence before going to their practicum. This study investigates the effects of the pre-service EFL teacher training in a university in Thailand. The pre-service teachers’ perceptions towards the EFL training were also examined. Participants were 30 pre-service teachers currently studying in English Learning Management Program in the university at the research site. Research method applied training program evaluation (Owen & Rogers, 1999), and a 24-hour EFL training program was implemented. An experienced trainer in EFL was invited to provide the EFL training during the whole training course. Data collection gained was from: 1) an evaluation form, 2) a questionnaire, and 3) a student reflection sheet. Data analysis employed percentage, means, and S.D. for quantitative whereas grounded theory (Strauss & Corbin, 1999) was applied for qualitative data. Three major findings revealed that: 1) the effects of the pre-service EFL teacher training was very high; 2) the participants showed changes in all areas of EFL knowledge and experience provided after the training; and 3) the participants viewed five factors which included training contents, knowledge and experience, training activities, training process, and the trainer that affected the training. However, the findings indicated that the critical problem of the study was time limitation of the training course. This study has shed light on the significant role of EFL training for pre-service EFL teachers before their practicum as the findings showed positive change in their motivation and attitude for their teaching practice.

Non-Native Teachers Investigating New Englishes

Aula Abierta ◽  
2021 ◽  
Vol 50 (2) ◽  
pp. 585-592
Author(s):  
Jaroslaw Krajka
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Digital Literacy ◽  
Data Retrieval ◽  
Training Programme ◽  
Language Analysis ◽  
Native Teachers ◽  
Do It Yourself ◽  
Training Programmes

While teacher-as-methodology-researcher paradigm in the area of methodology is quite firmly established, teacher-as-language-researcher is less common, especially in teacher training programmes. Much less emphasis is placed on equipping teachers (especially non-natives) with skills of language analysis, hypothesis posing, data retrieval and analysis. The use of ready-made language corpora in preparing classroom data and creating materials is still inadequately covered in teacher training programmes, let alone putting future teachers in the shoes of linguistic researchers observing the changing face of English. The purpose of this paper is to present a case for promoting teacher-as-language-researcher attitudes in the graduate teacher training programme. A case study is presented, in which student teachers were gradually introduced into New Englishes, through existing corpora, text retrieval and compilation, and — finally — do-it-yourself concordancing. The data from questionnaires and teacher diaries will illuminate upon the viability of self-made corpus compilations as a part of 21st century digital literacy.

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