scholarly journals An In-depth Analysis of Peers and Mentors’ Feedback during Teaching Practicum

2019 ◽  
Vol IV (III) ◽  
pp. 241-249
Author(s):  
Tahira Kalsoom ◽  
Fakhra Aziz ◽  
Sadaf Jabeen
Keyword(s):  
Professional Development ◽  
Prospective Teachers ◽  
Public Universities ◽  
Teaching Practice ◽  
Training Programs ◽  
Teaching Practicum ◽  
Effective Feedback ◽  
Depth Analysis ◽  
Lahore City

It is very essential to provide quality and effective feedback to the prospective teachers during practicum to provide information about their teaching strengths and weaknesses. Provision of feedback helps them to remove their mistakes and improve their teaching practice. The aim of this study was to examine the role of peer’s and mentor’s feedback on the performance of prospective teachers during practicum. 6 prospective teachers and 3 mentors were interviewed by the researcher. The whole data was collected from 3 public universities of Lahore city. Findings of this study revealed that peer’s and mentor’s feedback plays an important role in their learning and professional development during practicum. This study suggests that universities should conduct some training programs, seminar and workshops for prospective teachers and their mentors to provide awareness about the role of peer’s and mentor’s.

scholarly journals Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa

2021 ◽  
Vol 10 (1) ◽  
pp. 38-69
Author(s):  
Charmaine Helena Iwu
Keyword(s):  
Teacher Education ◽  
Novice Teachers ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Pass Rates ◽  
Structured Interviews ◽  
Teaching Practicum ◽  
Female Teachers

This study was undertaken with the aim of understanding how newly qualified female teachers perceive teaching practicum in the South African context. Teaching Practicum is a vital component of the initial teacher education (ITE) programme because it enriches future teachers’ knowledge, skills and abilities towards a lifelong career in the teaching profession. Teachers make valuable contributions to the growth of any nation as they help produce future leaders. It is therefore necessary to have a competent teaching workforce to improve pass rates as well as reduce dropout rates among learners. The study took the qualitative deductive premise making use of semi-structured interviews to collect data from more than 30 novice teachers. Key words, which helped in the identification of themes, were distilled from the responses. A core overall finding of the study point to a mix of experiences - benefits and shortcomings - which not only affect the development of prospective teachers but also have profound implications for both policy enhancement and implementation. Regarding policy enhancement and implementation, it is suggested that universities and schools where novice teachers are posted for teaching practice should have good relations for support advancements. In this case, it is advised that the novice teachers should be exposed to critical mentoring opportunities to allow for clearer understanding of the real classroom scope. This study believes that for this to be fruitful, schools should among others be well-equipped. Suggestions for further research are also flagged. .   

scholarly journals Corpus linguistics and continuous professional development: participants’ prior knowledge, motivations and appraisals / Linguística de corpus e formação profissional contínua: conhecimento prévio, motivações e avaliações dos participantes

2021 ◽  
Vol 29 (2) ◽  
pp. 1485
Author(s):  
Vander Viana ◽  
Lu Lu
Keyword(s):  
Professional Development ◽  
Prior Knowledge ◽  
Corpus Linguistics ◽  
Teaching Practice ◽  
Continuous Professional Development ◽  
Master's Programs ◽  
Language Teacher Education ◽  
Teaching And Research ◽  
Main Barrier

Abstract: Previous studies on the application of corpus linguistics (CL) to education have primarily examined language-related contexts where students are pursuing a formal degree (e.g. undergraduate and Master’s programs). Little do we know about the informal learning of CL especially by (but not limited to) academics/professionals who are not educated and/or do not work in language-oriented fields. The present study addresses these research gaps by examining the perspective of participants in a non-credit-bearing continuous professional development (CPD) project aimed at academics/professionals in a range of disciplines, who did not need to have any prior knowledge of CL. More specifically, we administered a questionnaire to 28 participants of a UK-based CPD project on CL with a view to researching four main aspects: (i) these participants’ CL background; (ii) their motivations to participate in this type of project; (iii) the advantages and barriers of employing CL in their teaching practice; and (iv) their appraisal of corpus analysis integration in their research practice. The results point out to the role of CPD projects in democratizing access to CL education both to language-oriented and non-language oriented academics/professionals and in potentially raising their interest in CL learning. Lack of knowledge is perceived to be the main barrier in embedding corpus approaches to teaching and research, thus reinforcing the relevance of developing formal and informal CL learning opportunities for academics/professionals in different fields.Keywords: corpus linguistics; continuous professional development; educational corpus integration; evaluation of corpus use in professional practices; corpus application to teaching and research; language teacher education; translator education; interdisciplinarity.Resumo: Estudos sobre a aplicação da linguística de corpus (LC) à educação examinaram uma série de contextos diferentes – principalmente aqueles em que os alunos recebem um diploma de colação de grau (por exemplo, cursos de graduação e mestrado). No entanto, pouco se sabe a respeito da aprendizagem informal da LC, especialmente por (mas não se limitando a) acadêmicos/profissionais que não tem uma formação educacional e/ou não trabalham em áreas relacionadas aos estudos da linguagem. A presente pesquisa preenche essas lacunas, examinando a perspectiva dos participantes de um projeto de formação profissional contínua destinado a acadêmicos/profissionais de várias disciplinas, que não precisavam ter conhecimento prévio de LC. Mais especificamente, administramos um questionário a 28 participantes de um projeto de formação profissional contínua na área de LC realizado no Reino Unido com o objetivo de pesquisar quatro aspectos principais: (i) a formação educacional em LC dos participantes; (ii) suas motivações para participar desse tipo de projeto; (iii) as vantagens e barreiras de empregar a LC em suas práticas pedagógicas; e (iv) suas avaliações sobre a integração da análise de corpus em suas práticas de pesquisa. Os resultados apontam para o papel dos projetos de formação profissional contínua na democratização do acesso à educação em LC para profissionais tanto da área de estudos da linguagem quanto de outras áreas e no potencial aumento do interesse desses profissionais na aprendizagem de LC. A falta de conhecimento é percebida como a principal barreira para a incorporação de abordagens de corpus para o ensino e a pesquisa, reforçando assim a relevância do desenvolvimento de oportunidades de aprendizagem formal e informal para acadêmicos/profissionais em diferentes áreas.Palavras-chave: línguística de corpus; formação profissional contínua; integração educacional de corpora; avaliação do uso de corpora em práticas profissionais; aplicação de corpora no ensino e na pesquisa; formação de professores de línguas; formação de tradutores; interdisciplinaridade. 

scholarly journals ENGINEERS TEACHING COMMUNICATION: EVALUATING THE IMPACT OF TA TRAINING ON GRADUATE STUDENT COMMUNICATION, TEACHING AND PROFESSIONAL DEVELOPMENT

2017 ◽  
Author(s):  
Nikita Dawe ◽  
Jeff Harris ◽  
Melanie Stevenson ◽  
Deborah Tihanyi
Keyword(s):  
Professional Development ◽  
Graduate Student ◽  
Teaching Practice ◽  
Training Programs ◽  
Anecdotal Evidence ◽  
Specific Training ◽  
Engineering Communication ◽  
Communication Instruction ◽  
The Impact ◽  
Ta Training

The Engineering Communication Programworks with engineering TAs in the Department ofMechanical and Industrial Engineering at the Universityof Toronto to deliver communication instruction in coredesign courses. Engineering TAs’ disciplinary expertiseaffords increased credibility with students, and we havehad consistent anecdotal evidence from TAs that teachingcommunication has made them better communicators.Currently, training involves a combination of instructionand mentorship, both from faculty and each other.Here, we investigate TAs’ increased confidence andskill in communication and teaching: what they finduseful, how the training has influenced theircommunication and teaching practice, and what morethey would like to explore in the future. An initial surveyand discussion found that confidence was shaped byexperience, course-specific training, instructor feedback,and peer learning. We hope to build on these findings infuture through a broader study of TAs in the Faculty andfurther development of our TA training programs

Role of Teachers' Union in Professional Development of Teachers in the Public Universities of Nepal

2021 ◽  
Vol 5 ◽  
pp. 1-13
Author(s):  
Basudev Khanal
Keyword(s):  
Professional Development ◽  
Global Education ◽  
Teaching And Learning ◽  
Public Universities ◽  
The Public ◽  
Teachers Union ◽  
Depth Interview ◽  
Professional Development Of Teachers ◽  
Role Of Teachers

This paper focuses on the role of teachers' union in the professional development of teacher in the public universities of Nepal. To date no worth mentioning impression about the activities of teachers’ union in the professional development of teachers has been observed. Hence, this paper explores the affirmative role of the union in the professional development of its members. In the course of this study, in-depth interview was carried out for the collection of the data and thematic analysis was done for analysis and interpretation. The participants in this research were five leaders from different teachers’ unions and two members as beneficiaries from the union. It has been found that the teachers’ union works as a platform for sharing knowledge and skills among the teachers, and it also makes the existing teachers as well as the newly appointed teachers aware of the recent development in the field of teaching and learning in the global education ambiance. Moreover, the use of different available networks facilitates in encouraging the academic actions that eventually supports in the professional enhancement of the teachers.

scholarly journals Critical Reflection in the Professional Development of Teachers: Challenges and Possibilities

2017 ◽  
Vol 7 (3) ◽  
pp. 67-85
Author(s):  
Marjeta Šarić ◽  
Barbara Šteh
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Critical Reflection ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Personal Traits ◽  
Research Findings ◽  
Teachers Professional Development ◽  
Support Students

Critical reflection in teachers’ professional development has received much attention in the scholarly literature, and there is an overwhelming consensus about its great significance to the quality of teachers’ work. Nevertheless, despite the well-established role of reflection, a large gap between the professed goals and the actual reflective practice of teachers remains. The article starts with a short overview of the different definitions of critical reflection in the context of teachers’ professional development and then underlines some empirical research findings on the problems that teachers and teacher educators face when putting reflective practice into practice, especially at the deeper and more complex levels of reflection. It continues with a consideration of teachers’ qualifications for in-depth reflection as well as the obstacles and challenges facing teachers and teacher educators. The obstacles occur at the level of individual teachers’ personal traits and at the level of the context in which reflection is done. Employing an analysis of the obstacles, the authors develop some guidelines on how to support teachers in their attempts at making critical reflection part of their teaching practice. It is crucial for this encouragement not to overlook the principal purpose of teachers’ critical reflection; to contribute to new insights, knowledge reframing, and the introduction of such changes in teaching that will support students’ learning and the development of the community for the better learning, work, and life of all its individuals.

scholarly journals Building Effective Working Relationships among Academics through Participation in Communities of Practice

2020 ◽  
Author(s):  
Adeola Folasade Akinyemi ◽  
Vuyisile Nkonki ◽  
Lulekwa Sweet-Lily Baleni ◽  
Florence Rutendo Mudehwe-Gonhovi
Keyword(s):  
Professional Development ◽  
Communities Of Practice ◽  
Community Of Practice ◽  
Teaching Practice ◽  
Practical Knowledge ◽  
Working Relationships ◽  
University Teachers ◽  
Further Development ◽  
Common Agenda

This chapter addresses the significance and importance of communities of practice in the professional development of academics as university teachers. Its documents the role of communities of practice in enabling and enhancing the development of a professional knowledge base, the acquisition of skills, and competencies for effective teaching practice, as well as the dissemination of practical knowledge needed within a community of teaching practitioners. It provides details of how a community of practice comes into being, and how working relations within a community of practice are fostered. There is an elaboration on how members of a community of practice come to perceive their substantive issues the same way, and how a common agenda is formed around those issues. It also discusses peculiar ways of dealing with the identified issues, and the manner in which expertise, resources, resourcefulness and experiences are exchanged and shared with improvement, change and further development of academics’ teaching practices in sight.

scholarly journals U.Porto, its Faculty of Engineering and PBL approaches

2014 ◽  
Vol 4 (1) ◽  
pp. 37 ◽  
Author(s):  
Maria Teresa Restivo
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Professional Development ◽  
Public Universities ◽  
Research Development ◽  
Scientific Papers ◽  
Teacher Professional ◽  
Teaching Learning ◽  
The University

The University of Porto (U.Porto) was founded in 1911. Its Faculty of Engineering (FEUP) is the largest school of U.Porto. U.Porto and FEUP are very active in research, development and innovation with about 20% of all scientific papers in Portugal among the 15 public Universities in the country. FEUP is also aware of the important role of higher education in training future engineers. U.Porto and FEUP have been following discussions and significant efforts have been made for promoting teacher professional development in order to guaranty new teaching/learning methodologies and initiatives to promote engineering education. Diverse initiatives came out since 2000. This work describes different projects specially developed at FEUP like the EMPE project and the FEUP project will be described and results will be addressed. Also, a global and huge program from U.Porto, iJUP, will be presented as very unifying interdisciplinary program at U.Porto involving together teachers/researchers and students from all its 14 schools, and particularly from FEUP.

scholarly journals Unveiling Pre-Service Teachers’ Attitudes Toward Teaching: The Role of Pedagogical Practicums

2016 ◽  
Vol 18 (2) ◽  
pp. 47 ◽  
Author(s):  
Yimer Andrés Morales Cortés
Keyword(s):  
Novice Teachers ◽  
Teaching Practice ◽  
Verbal Reports ◽  
Teaching Practicum ◽  
English Teaching ◽  
Positive Attitudes ◽  
Attitudes Toward Teaching ◽  
Teachers Attitudes

<p>This article reports a research developed at Universidad Pedagógica y Tecnológica de Colombia with a group of pre-service teachers that was immersed in an English teaching practicum. The main purpose of this inquiry was to find out the role that practicum exerted on novice teachers’ attitudes towards teaching. Data were collected through interviews, questionnaires, verbal reports, and artifacts. The results evidenced the English practicum provided the teachers being trained opportunities to consider what teaching entails. Thus, the participants were able to reflect, develop awareness, positive attitudes, and satisfaction towards their teaching practice.</p>

“It was two hours […] the same old thing and nothing came of it”

2018 ◽  
Vol 6 (2) ◽  
pp. 295-320
Author(s):  
Laoise Ní Thuairisg
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Primary Teachers ◽  
Policy And Practice ◽  
Professional Experiences ◽  
Professional Challenges ◽  
Depth Analysis ◽  
Teachers Experiences ◽  
Professional Development Needs

Abstract This article describes findings from a qualitative study which focused on the professional experiences of post-primary teachers working in schools in Gaeltacht areas, regions where Irish is traditionally spoken as a community language. The research aimed to provide an in-depth analysis of the personal and professional challenges and advantages associated with the role of teacher in this unique educational setting and aimed also to investigate teachers’ engagement in professional support services available to them. This paper addresses the latter question by focusing on teachers’ experiences of continuing professional development (CPD). Findings from this research indicate that teachers’ engagement and participation in CPD is low due to their dissatisfaction with current provision. According to participants, current CPD services do not address the complex sociolinguistic environment in which their professional practice is situated or their professional development needs within this context. Suggestions for policy and practice in CPD directed at Gaeltacht and immersion teachers are also considered.

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