Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program

The quality of teachers and teaching depends on prospective teacher education programs which have been enthusiastic to gain competencies among teachers. Therefore, to attain essential teacher competencies during teacher training programs has great meaning to prepare prospective teachers for the teaching profession. This research focused to explore the pre-service teachers perceptions about practices of competencies they learned during the teacher education program. Through survey research data was collected from B.Ed. Hons student through an instrument. A convenient sampling technique was employed. The result of data shows no significant difference in competencies practices on basis of gender and sector, the only significant difference was seen in in-service teacher competencies, where in-service show high mean score in particular competencies practices as compared to the pre-service teacher. Researchers should focus on these variables and plan their orientations according to the perceived lack of prospective teachers

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Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program

Global Regional Review ◽

10.31703/grr.2017(ii-i).32 ◽

2017 ◽

Vol II (I) ◽

pp. 448-466

Author(s):

Ambreen Siddique ◽

Muhammad Anwer ◽

Huma Lodhi

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Prospective Teachers ◽

Teacher Education Program ◽

Sampling Technique ◽

Teaching Profession ◽

Teacher Competencies ◽

Teachers Perceptions ◽

Significant Difference ◽

Teacher Training Programs

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A Study of the Attitude of the PUC Students towards Four Year Integrated B.Ed. Programme

Shanlax International Journal of Education ◽

10.34293/education.v8i3.3207 ◽

2020 ◽

Vol 8 (3) ◽

pp. 77-83

Author(s):

A Srinivasacharlu

Keyword(s):

Teacher Education ◽

Prospective Teachers ◽

Teacher Education Program ◽

Sampling Technique ◽

Attitude Scale ◽

Teaching Profession ◽

Survey Method ◽

Successful Implementation ◽

Effective Teacher ◽

The Future

The teacher’s shape destiny of students and that of the future citizens who eventually shape the destiny of the country. Good teachers can be produced only when we have an effective teacher education program. Teacher education refers to the policies and procedures designed to equip prospective teachers with the knowledge, attitudes, behaviors, and skills they require to perform their tasks effectively in the classroom, school, and wider community. The MHRD, Government of India, has brought out four years of integrated B.Ed. Program throughout the country in 2019. It is necessary to know the attitude of PUC students who are future teachers as their attitude can play a significant role in the character building and development of students in the future to whom they are going to teach and in the successful implementation of four years B.Ed. Programme. Theinvestigator could not find any study about the attitude of PUC students towards four years of integrated B.Ed. Programme. Hence the present study is an attempt in this direction to investigate the attitude of PUC students towards four years integrated B.Ed. Programme and teaching profession. The survey method was used for the present study. For the present study, the researcher had constructed the five-point attitude scale to measure the attitude of PUC students towards four years of integrated B.Ed. Programme. The PUC students in Bangalore north comprised the population for the present study. Purposive sampling technique was employed to select the sample of ninety-six PUC students covering Arts and Science streamlines from four collages in Bangalorenorth. The data were statistically analyzed and interpreted.

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Prospective EFL Teachers' Perceptions of Using CALL in the Classroom

Pre-Service and In-Service Teacher Education ◽

10.4018/978-1-5225-7305-0.ch065 ◽

2018 ◽

pp. 1405-1418

Author(s):

Anil Rakicioglu-Soylemez ◽

Sedat Akayoglu

Keyword(s):

Teacher Education ◽

Foreign Language ◽

Language Learning ◽

Prospective Teachers ◽

Teaching Practices ◽

Teacher Education Program ◽

Factors Affecting ◽

Teachers Perceptions ◽

Efl Teachers ◽

Efl Teacher Education

The study focuses on prospective English as a foreign language (EFL) teachers' perspectives on the use of Computer Assisted Language Learning (CALL) resources in teaching English as a foreign language context. In addition to examining prospective teachers' perceptions, the similarities and differences in their perceptions and factors affecting their beliefs about using CALL resources will be addressed. The study aimed to identify the prospective EFL teachers' perceptions of their existing skills to integrate CALL into their future professional practices. The perceived factors that will facilitate and inhibit their future teaching practices by using CALL resources and their expectations from the teacher education program in terms of providing the necessary training to use CALL resources in their teaching practices were examined. The perceived benefits and challenges of using CALL in EFL teaching contexts will be addressed from the participants' perspectives. Finally, the study provides implications for further research in addition to recommendations for EFL teacher education programs.

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Gaining insight into teaching profession by using film: a preservice teachers’ experience

MATEC Web of Conferences ◽

10.1051/matecconf/201929013003 ◽

2019 ◽

Vol 290 ◽

pp. 13003

Author(s):

Daniela-Maria Creţu

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Teacher Education Program ◽

Research Question ◽

Teaching Profession ◽

Initial Teacher Education ◽

Instructional Tools ◽

Analysis Technique ◽

Second Year ◽

Insight Into

Films can be used as instructional tools in higher education in different disciplines. In the context of teacher education, films with and about teachers and pupils are valuable resources for learning about the teaching profession. The purpose of this study is to examine the pre-service teachers’ reflections on a film with an educational content and message - The Triumph (The Ron Clark Story, 2006). One research question guided the investigation: What are the students’ cognitive and emotional gains for the teaching profession as a result of watching this film? The participants consisted of eighty-two second year students, enrolled in an initial teacher education program at a Romanian university. At the end of a one-semester course, named Pedagogy (Instruction and Students’ Assessment) pre-service teachers were invited to watch a film and then to reflect about it, by completing an open-ended questionnaire. The responses were analyzed through the content analysis technique. Examples of comments made by preservice teachers are presented and analyzed. The results show a range of understandings gained by future teachers through the use of the film.

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ASSESSING THE EFFECTIVENESS OF TEACHER EDUCATION PROGRAMS: PROSPECTIVE TEACHERS’ PERSPECTIVE

Pakistan Journal of Education ◽

10.30971/pje.v30i2.86 ◽

2013 ◽

Vol 30 (2) ◽

Author(s):

Saima Bibi ◽

Muhammad Saeed

Keyword(s):

Teacher Education ◽

Prospective Teachers ◽

Teacher Education Programs ◽

Assessment Procedure ◽

Education Programs ◽

Use Of Technology ◽

Significant Difference ◽

Teacher Training Programs ◽

The University

Quality enhancement of teacher education programs has been a debatable issue all over the world. The present study was aimed to assess the quality of teacher education programs being offered in a public sector university in Pakistan. Three programs were randomly selected and prospective teachers studying in the final semester were selected as sample of the study. Prospective teachers studying in last semester of teacher training programs were the respondents. Questionnaire, containing 55 statements divided into six factors, was used as data collection tool. Data were analyzed by SPSS version 20. Descriptive statistics showed that the respondents were more satisfied about the selection criteria, effectiveness of teaching strategies used by teachers, behavior modification practices, appropriateness of courses, timely feedback, and teachers’ content knowledge but they were less satisfied with the statements related to availability of multimedia in the classes, sharing of faculty offices, no distortion of external factors, space to conduct activities, cleanliness and neatness of classrooms, and environment helpful for learning. The results of inferential statistics revealed significant difference in mean score of respondents from different programs on the factors of admission criteria, use of technology, assessment procedure, and quality of paper development and marking. It is recommended in the light of results that the university should allocate special budget to improve the quality of infrastructure. Furthermore, availability of technology and its proper use should be ensured by the university administratio

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Redesigning Teacher Education Programs to Meet the Needs of Today's Second Career Pre-Service Teachers

Teacher Education ◽

10.4018/978-1-5225-0164-0.ch025 ◽

2016 ◽

pp. 508-528

Author(s):

Patricia Dickenson

Keyword(s):

Teacher Education ◽

Teacher Education Program ◽

Teaching Profession ◽

Teacher Education Programs ◽

Second Career ◽

Education Programs ◽

Second Career Teachers ◽

Personal Experiences ◽

Teacher Training Programs ◽

Social And Cultural Factors

Research suggests the fastest growing group in teacher training programs is second career teachers (Brooks & Hill, 2004). This chapter examines the profiles of second-career pre-service teachers in a blended online program in Silicon Valley, California. Participants' motivations and reasons for becoming an educator were examined from a sociocultural lens to understand how economic, social, and cultural factors might influence their decision to enter the teaching profession. In addition, formative, social, and personal experiences provide insight as to why this group selected a non-traditional teacher education program, and what prior skills and experiences they bring to the teaching profession.

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Teacher Education Advocacy for Multiple Perspectives and Culturally Sensitive Teaching

Advocacy in Academia and the Role of Teacher Preparation Programs - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-2906-4.ch009 ◽

2018 ◽

pp. 161-181 ◽

Cited By ~ 2

Author(s):

Lucretia Octavia Tripp ◽

Angela Love ◽

Chippewa M. Thomas ◽

Jared Russell

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Elementary Education ◽

Education Program ◽

Teacher Education Program ◽

Culturally Sensitive ◽

Multiple Perspectives ◽

Teachers Perceptions ◽

Self Reflection ◽

Certification Programs

With the increasing diversity in U.S. classrooms, the need for teachers who are culturally sensitive is critical (Marx & Moss, 2011). While elementary and early child-hood pre-service teachers have multiple opportunities throughout the teacher education program to work with diverse learners in schools and communities, they do not have much international experience. The Elementary Education and Early Childhood Education program at a southeastern university have undergraduate and graduate certification programs in which performance assessment is emphasized. The purpose of this chapter is to show how exposing teacher candidates, especially undergraduate pre-service teachers to self-reflection through observation and teaching in an international study abroad program, can enhance the knowledge base of preservice teachers' perceptions about another culture and thus show new ways of thinking, questioning and possibly changing their attitudes towards those with backgrounds that are different from their own.

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Enhancing teacher education…with Twitter?

Phi Delta Kappan ◽

10.1177/0031721718797118 ◽

2018 ◽

Vol 100 (1) ◽

pp. 25-28 ◽

Cited By ~ 5

Author(s):

Jeffrey P. Carpenter ◽

Scott A. Morrison

Keyword(s):

Social Media ◽

Teacher Education ◽

Preservice Teachers ◽

Professional Learning ◽

Education Program ◽

Teacher Education Program ◽

Teaching Profession ◽

Learning Networks ◽

Social Media Tools ◽

Harmful Effects

The isolation that has historically plagued the teaching profession has particularly harmful effects on novice teachers who need the guidance, wisdom, and encouragement of other educators. In recent years, however, social media tools have helped many teachers connect with colleagues and build robust professional learning networks (PLNs) beyond their schools and districts. In this article, the authors describe their experiences using Twitter with preservice teachers to jump-start their PLN development. Through Twitter, preservice teachers interact with program alumni and in-service educators, and the teacher education program is able to build a stronger connection with their partners in the field.

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Creative Character Education in Mathematics for Prospective Teachers

Sustainability ◽

10.3390/su11061730 ◽

2019 ◽

Vol 11 (6) ◽

pp. 1730

Author(s):

Dong-Joong Kim ◽

Sung-Chul Bae ◽

Sang-Ho Choi ◽

Hee-Jeong Kim ◽

Woong Lim

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Character Education ◽

Prospective Teachers ◽

Teacher Education Program ◽

Mathematics Teacher Education ◽

Methods Course ◽

Mathematics Methods ◽

Mathematics Methods Course ◽

Teachers Perspectives

This study examines preservice teachers’ perspectives of creativity and character education in mathematics through a university-based teacher education program. We developed a curricular unit on creative character education in a mathematics methods course and investigated participants’ (n = 56) emerging perspectives of teaching creativity and character by the integration of content and process in mathematics. Data were collected through pre- and post-questionnaires and transcribed course discussion and presentation sessions. A quantitative analysis of the questionnaires through a t-test confirmed key changes in participants’ perspectives, while the qualitative context of data illustrates the participants’ emergent views on creative character education in mathematics. Overall, findings suggest that a mathematics teacher education curriculum integrating mathematical creativity and character education has the potential to prepare future educators to implement pedagogy that bridges between process and content in school mathematics for the next generation of learners.

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Sosyal Bilgiler Öğretmen Adaylarının Öğretmenlik Mesleğine Yönelik Motivasyonlarının İncelenmesi / Investigation of Social Studies Prospective Teachers’ Motivation for Teaching Profession

Journal of History Culture and Art Research ◽

10.7596/taksad.v8i1.1894 ◽

2019 ◽

Vol 8 (1) ◽

pp. 320

Author(s):

Serpil Recepoğlu ◽

Bilgin Ünal İbret

Keyword(s):

Social Studies ◽

Prospective Teachers ◽

Teacher Candidates ◽

Grade Level ◽

First Grade ◽

Teaching Profession ◽

Study Group ◽

Teachers Perceptions ◽

Descriptive Research ◽

Significant Difference

Abstract In this study, it is aimed to determine motivation levels of social studies prospective teachers towards teaching profession. This is a descriptive research in survey model. The study group consists of total 2193 social studies prospective teachers of 1st 2nd 3th 4th grade at Education Faculty of 12 Universities in the 20142015 academic years. According to findings of this research, the perceptions of social studies prospective teachers’ motivation for teaching profession are high and agreeing. Social studies prospective teachers’ motivation for teaching profession shows a significant difference according to the gender of teacher candidates. Female prospective teachers 'perceptions are higher than male prospective teachers' perceptions. Social studies prospective teachers’ motivation for teaching profession changes significantly according to grade level. Social studies prospective teachers’ motivation for teaching profession is at the highest level in the first grade, but it is the lowest level in the 4th grade. Social studies prospective teachers’ motivation for teaching profession does not differ significantly according to university.ÖzBu çalışmada, Sosyal Bilgiler öğretmen adaylarının öğretmenlik mesleğine yönelik motivasyon düzeylerinin belirlenmesi amaçlanmaktadır. Tarama modelinde betimsel bir araştırmadır. Araştırmanın çalışma grubunu 2014-2015 öğretim yılında 12 üniversitede eğitim fakültelerinin İlköğretim Sosyal Bilgiler öğretmenliği 1.2.3.4. sınıflarında öğrenim gören 2193 öğretmen adayı oluşturmaktadır. Acat ve Yenilmez (2004) tarafından oluşturulan “Öğretmen Adaylarının Öğretmenlik Mesleğine İlişkin Motivasyon Düzeyleri” ölçeği kullanılmıştır. Araştırma bulgularına göre, öğretmenlik mesleğine yönelik motivasyona ilişkin Sosyal Bilgiler öğretmen adaylarının algılarının yüksek ve katılıyorum düzeyinde olduğu bulunmuştur. Sosyal Bilgiler öğretmen adaylarının öğretmenlik mesleğine yönelik motivasyonlarında öğretmen adaylarının cinsiyetine göre anlamlı bir farklılık görülmektedir. Kadın Sosyal Bilgiler öğretmen adaylarının algıları, erkek adayların algılarından daha yüksektir. Sosyal Bilgiler öğretmen adaylarının öğretmenlik mesleğine yönelik motivasyonları sınıf düzeyine göre anlamlı bir şekilde değişmektedir. Sosyal Bilgiler öğretmen adaylarının öğretmenlik mesleğine yönelik motivasyonları 1. Sınıfta en yüksek düzeyde; 4. Sınıfta ise en düşük düzeydedir. Sosyal Bilgiler öğretmen adaylarının öğretmenlik mesleğine yönelik motivasyonlarında üniversite değişkenine göre anlamlı farklılık görülmemektedir.

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