scholarly journals PRE-SERVICE TEACHERS’ PRIOR EXPECTATIONS AND THEIR ACTUAL EXPERIENCES OF TEACHING MATHEMATICS DURING PEDAGOGICAL INTERNSHIP IN ZIMBABWE

2020 ◽  
Vol 78 (6) ◽  
pp. 983-999
Author(s):  
Chipo Makamure
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Teacher Educators ◽  
Academic Research ◽  
Teaching Mathematics ◽  
School Based ◽  
Mathematics Knowledge ◽  
Training Institutions ◽  
Training Programmes ◽  
Depth Interviews

Pedagogical internship (PI) is an important component of teacher training programmes in Zimbabwe. It is envisaged to give student teachers experience in the classroom. However, the variation between the theoretical expectations of pre-service teachers (PST) and their actual experiences in the field has been a relational lacuna in academic research in Zimbabwe. This research sought to address this by presenting data on the relation between college PSTs’ expectations about teaching mathematics and their actual experiences during PI in Zimbabwe. The study shares findings from a mixed methods study that employed two questionnaires completed by 120 PST before and during PI respectively, and a third questionnaire administered to school-based mentors. The researcher also conducted in-depth interviews with a few selected PSTs and teacher educators to elicit their views about the PSTs’ practices. The results show that there is, indeed, a conflictual relationship between the PSTs’ expectations of teaching mathematics and their experiences in the classroom. PSTs showed a consistent anticipation that they would sail through PI without many difficulties, but this expectancy turned out to be idealistic and impractical. The research also established that PSTs’ expectations about teaching mathematics prior to PI can influence their field practices, hence, determining their opportunities to learn to teach the subject. It is recommended that teacher training institutions organize programmes for PSTs before PI to prepare and acquaint them fully with the skills that are needed to face challenges of teaching that may otherwise come as a shock during PI. Keywords: expectations of teaching, field experiences, mathematics knowledge, pedagogical internship (PI), pre-service teachers (PSTs)

Assessed by Anonymous

2021 ◽  
pp. 132-151
Author(s):  
Thomas Huston
Keyword(s):  
Data Analysis ◽  
Teacher Training ◽  
Performance Assessment ◽  
Student Teachers ◽  
Teacher Educators ◽  
Teacher Performance ◽  
Performance Assessments ◽  
Teacher Performance Assessment ◽  
Scholarly Discourse ◽  
Thematic Data

This study sought to contribute to the scholarly discourse of understanding how pre-service student teachers experienced evaluation via teacher performance assessments (TPAs). More specifically, this study sought to explore the experiences that pre-service teachers underwent to complete the Educative Teacher Performance Assessment (edTPA). Through extensive interviews and thematic data analysis, this research discerned what the informants' experiences were. Although informants experienced many benefits while completing their portfolios, three primary areas of struggle emerged from the data. First, informants struggled with interpreting and navigating the edTPA assessment handbook. Second, informants had problems adapting edTPA requirements to their teaching. Third, informants experienced problems with their concept of audience. As a result, the findings reported in this study have numerous implications that would prove beneficial to teacher educators, institutions of teacher training, policymakers, designers of assessments, and future and current educators.

scholarly journals Beliefs about teaching held by student teachers and school-based teacher educators

2017 ◽  
Vol 63 ◽  
pp. 396-404 ◽  
Author(s):  
Krista Uibu ◽  
Age Salo ◽  
Aino Ugaste ◽  
Helena Rasku-Puttonen
Keyword(s):  
Student Teachers ◽  
Teacher Educators ◽  
School Based ◽  
Beliefs About Teaching

scholarly journals Comparing the school-university partnership practices in Education College and University: Student teachers' perspectives 

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Khin Khin Thant Sin
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Teacher Educators ◽  
University Partnerships ◽  
College And University ◽  
Education College ◽  
University Partnership ◽  
Main Components ◽  
Support Teacher ◽  
Teachers Perspectives

Collaboration and networking between universities and schools are the main components to support teacher education in this 21st century. This article investigated into the current practices of the school-university partnership (SUP) in two teacher training institutes in Myanmar. The aim of the article is to understand current collaboration practices between university, college, and schools. A qualitative method was conducted in this study through focus group, formal and informal interviews. The teacher educators’ demonstrations of teaching are observed. The interview results showed that there is a lack of a strong partnership between partners, focusing more on administrative purposes, rather than the training of student teachers. Observation showed that school-university partnerships would be more effective in teacher training if the school teachers and teacher educators collaborate in the demonstrative teaching for student teachers.

scholarly journals Language education for non-native speaker language teachers

2018 ◽  
Vol 24 ◽  
pp. 44-55 ◽  
Author(s):  
Emma Riordan
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Native Speaker ◽  
Language Skills ◽  
Language Education ◽  
Language Teachers ◽  
Target Language ◽  
Group I ◽  
Language Courses ◽  
Training Programmes

For non-native speaker language teachers (NNSLT), that is, teachers who teach a language which is not their own first language, one very important skill is competence in the target language. However, the development and maintenance of language skills are often neglected in language teacher training for language teachers. It is assumed that the trainees have already reached the requisite level of competence prior to entry into teacher training programmes, or that the general language courses available to them are sufficient in addressing these language needs. In this paper I argue for the introduction of a new area of Language for Specific Purposes (LSP) to deal with the language skills needed by this learner group. I examine the literature relating to language for non-native speaker language teachers and review research in the teaching of language to NNSLTs. I describe a language course designed specifically for the education of non-native speaker teachers of English at a German university. Questionnaires, surveys and pre- and post-testing methods were used to evaluate the course. The study’s results suggest that the LSP approach is both feasible and successful in improving student teachers’ language skills for the purposes of teaching.

scholarly journals An Examination of the Congruency between the University Teacher Training Contents and Secondary School Contents in Tanzania: The Case of Sokoine University of Agriculture

2016 ◽  
Vol 5 (2) ◽  
pp. 100
Author(s):  
Sotco Claudius Komba ◽  
Sarah Vincent Chiwamba
Keyword(s):  
Teacher Training ◽  
Secondary School ◽  
Secondary Schools ◽  
Student Teachers ◽  
Teaching Profession ◽  
Cross Sectional ◽  
Training Programmes ◽  
The University ◽  
University Teacher Training ◽  
Education Courses

<p>It is ideally expected that after student teachers have gone through comprehensive curricula contents, they should possess the necessary competences and skills to enable them deliver effectively as teachers. However, some student teachers in Tanzania have expressed their concerns that some of the contents found in the curricula for teacher training programmes do not link with the contents taught in secondary schools. Therefore, this study was designed to examine the congruency between the contents student teachers cover during their studies at Sokoine University of Agriculture (SUA), one of the Tanzanian teacher training institutions, and contents taught in Tanzanian secondary schools. The study involved a randomly obtained sample of 181 third year students, pursuing various teacher education degree programmes. The study adopted a cross-sectional research design in which a set of questionnaire, which consisted of both open and closed-ended questions, was administered to the sampled respondents. The collected data were analyzed using SPSS in which frequencies and percentages of responses to the questions presented in the questionnaire were computed to answer research questions advanced for this study. The findings were as follows: First, the majority (66.9%) of student teachers felt that there was a congruency between the University contents and secondary school contents and about one third (33.1%) of student teachers felt that the congruency did not exist. Secondly, the majority (95%) of student teachers felt that the contents of education courses taught at the University were applicable in real school situations and the minority (5%) did not feel so. Third, the majority (91.7%) of student teachers felt that the teacher training programmes offered at SUA had enabled them to acquire sufficient classroom teaching skills and basic theories in education. Fourth, some challenges facing teacher training programmes offered at SUA, as reported by the respondents, included irrelevant contents in some university courses, inadequate infrastructures, and lack of opportunities for practice, to mention but a few. Based on these findings, it is recommended that whenever an opportunity to review the existing teacher training programmes comes, the exercise should be preceded with needs analysis to help determine if the existing programmes adequately address the needs of the teaching profession for which the student teachers are being prepared.</p>

scholarly journals Teacher Educators' Appropriation of TPACK-SAMR Models for 21st Century Pre-Service Teacher Preparation

2020 ◽  
Vol 16 (3) ◽  
pp. 126-140 ◽  
Author(s):  
Nyarai Tunjera ◽  
Agnes Chigona
Keyword(s):  
Teacher Preparation ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Learning Theories ◽  
Adoption Of Technology ◽  
Training Institutions ◽  
Effective Use ◽  
Pre Service Teacher ◽  
Depth Interviews

The study examined how teacher educators are appropriating technological, pedagogical, and content knowledge (TPACK) and substitution, augmentation, modification, redefinition (SAMR) frameworks in their pre-service teacher preparation programmes. To ensure rigor, quality, and preparedness of pre-service teachers, there is a need to articulate expectations around effective use of these frameworks together with contemporary teaching and learning theories at the pre-service teacher preparation level. One-on-one in-depth interviews and participant observations were conducted with eight (8) teacher educators. The findings revealed that teacher educators are appropriating technology in ways harmonious with their prevalent traditional teacher-centred teaching strategies at enhancement levels. The researchers recommend the adoption of technology integration frameworks and teaching and learning theory at policy making levels in pre-service teacher training institutions.

Mobile-Assisted-Learning Approach in Enhancing the Student Teacher's Vocabulary and Usage of Mobile Phone

2018 ◽  
pp. 316-330
Author(s):  
Jagannath K. Dange
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Mobile Phone ◽  
Student Teachers ◽  
Mobile Learning ◽  
Electronic Devices ◽  
Learning Approach ◽  
Education Teacher ◽  
Educational Administrators ◽  
Training Institutions

Mobile learning facilitates delivery of learning using portable electronic devices. This study investigated the effectiveness of mobile assisted learning in the development of vocabulary and usage of mobile phone. Specifically, the primary objectives of the study were to compare the effectiveness of Mobile Assisted Learning Approach and Conventional Learning Approach with reference to Vocabulary and Usage of Mobile Phone and also to analyze the interaction between treatments with gender and subject background in reference to developing vocabulary and usage of mobile phone. Mobile Assisted Learning Approach was found to be more effective in developing Vocabulary and Usage of Mobile Phone. The study has broad implications for student teachers of the professional colleges. These findings should be taken into consideration educational administrators in secondary and higher education teacher training institutions.

Opportunities and Obstacles in the Competency-Based Training and Assessment of Primary Teachers in England

1999 ◽  
Vol 69 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Denis Hayes
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Primary Teachers ◽  
Competence Model ◽  
Qualified Teacher ◽  
Competency Based ◽  
Training Institutions ◽  
Competence Acquisition ◽  
The Impact

In this article, Denis Hayes discusses the competence model for teacher training in England in the 1990s. This model uses Circulars — policy guidelines that list competence statements — to outline the level of achievement that student teachers must reach before obtaining qualified teacher status. Hayes considers the impact that the competence approach to monitoring standards of achievement has had on teacher-training institutions and student teachers. He explores questions of terminology and examines the limitations of using a competence model, the difficulties of separating competences for the purposes of assessment and of structuring competence statements in a hierarchy that reflects the way that student teachers progress in their ability to teach. He presents a case study based on his own institution's attempt to develop a hierarchy of competence acquisition and cautions that a competence approach to the training and assessment of teachers is extremely complex. Hayes concludes that, in aligning their programs with the statutory competence model, teacher-preparation institutions must not neglect the developmental aspect of the skills that enable student teachers to reach the competences.

Collaborative research projects in the technology-enhanced language classroom: Pre-service and in-service teachers exchange knowledge about technology

ReCALL ◽  
2014 ◽  
Vol 26 (3) ◽  
pp. 315-332 ◽  
Author(s):  
Euline Cutrim Schmid ◽  
Volker Hegelheimer
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Professional Learning ◽  
Language Teaching ◽  
Academic Research ◽  
Development Program ◽  
Computer Assisted ◽  
Research Projects ◽  
School Based ◽  
The Impact

AbstractThis paper presents research findings of a longitudinal empirical case study that investigated an innovative Computer Assisted Language Learning (CALL) professional development program for pre-service English as Foreign Language (EFL) teachers. The conceptualization of the program was based on the assumption that pre-service language teachers learn better in situated contexts (Egbert, 2006). Therefore, a key component of the program was the development of school-based research projects, in which the student teachers needed to design, implement, and evaluate technology-enhanced EFL lessons in collaboration with in-service teachers. Data were collected via field notes, video recordings of lessons, academic research reports produced by the pre-service teachers, and in-depth interviews with the pre-service and in-service teachers. Our findings indicate that the field experiences provided professional learning opportunities that supported the student teachers’ development as CALL practitioners. The participating pre-service teachers especially emphasized the important role played by school-based experiences in allowing them to use technology in authentic language teaching scenarios and to evaluate the impact of technology on language teaching and learning. The paper concludes with a discussion of important principles and guidelines that should underlie and inform such collaborative efforts and a summary of the implications of the findings for the design of CALL pre-service teacher education programs.

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