scholarly journals Experiences and Practices of Prospective Teachers during Teaching Practice in a Pre-service Teacher Education Program

2018 ◽  
Vol 2 (I) ◽  
pp. 171-184
Author(s):  
Abida Nasreen
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Education Program ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

scholarly journals National Professional Standards for Teachers: Awareness, Perspective & Implementation in Pakistan

2020 ◽  
Vol 1 (4) ◽  
pp. 242-249
Author(s):  
Tariq Mahmood Tariq ◽  
Dr. Khushbakht Hina ◽  
Arshad Mahmood Arshad
Keyword(s):  
Teacher Education ◽  
Public Sector ◽  
Sample Size ◽  
Prospective Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Professional Standards ◽  
Pre Service Teacher Education ◽  
Azad Kashmir ◽  
Pre Service Teacher

The main objective of the study was to investigate the perceptions of prospective teachers about the awareness of the implementation of national professional standards for teachers. The present study was descriptive followed by a survey method. The study was quantitative and the survey was used as the research design. The questionnaire was used as a research tool. Male and female prospective teachers of the pre-service teacher education program, B.Ed. (Hons.) Secondary of four public sector universities of Azad Kashmir session 2015-19 was the population of the study. The sample size was determined by using a stratified proportionate sampling technique. And the sample size was calculated by the Raosoft sample size determining formula. Thus the sample size was 196. In this study, the questionnaire was used as a research tool. All the statements of the questionnaire were according to the topic and objective of the study. The questionnaire was validated by the experts of the relevant field. According to the opinions and suggestions of the experts, statements were changed. The reliability of the questionnaire was measuring internal consistency by using Chronbach Alpha. Its value was found to 0.85. For data collection, a questionnaire was administered personally by the researcher to the sampled prospective teachers of the pre-service teacher education program B.Ed. (Hons.) Secondary of public sector universities of Azad Kashmir.

scholarly journals INVESTIGATING THE ACCEPTANCE OF MOBILE E-PORTFOLIO AS AN E-LEARNING TOOL BY PRE-SERVICE TEACHER EDUCATION PROGRAM STUDENTS

2020 ◽  
Vol 1 (11(80)) ◽  
pp. 8-14
Author(s):  
K. Urazbaev
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Linear Regression Analysis ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Perceived Ease Of Use ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The aim of the research was to conduct quantitative analysis of mobile e-portfolio acceptance by pre-service teacher education program students. Technology Acceptance Model developed by Davis was used in the study to identify the influence of perceived ease of use, perceived usefulness, attitude towards the use of e-portfolio on the intention to use it. 136 respondents from three different higher education institutions took part in the survey. The data obtained in the survey was analyzed by applying linear regression analysis. Findings of the research suggest that perceived ease of use, perceived usefulness and attitude to the use of e-portfolio have a significant impact on students’ intention to use the e-portfolio. Among them, attitude towards the use of e-portfolio was the most significant factor that influences the intention to use mobile e-portfolio. 

scholarly journals English Pibid and the Big Screen: Expanding Pre-Service Teacher Education Spaces

2020 ◽  
Vol 20 (3) ◽  
pp. 499-518
Author(s):  
Ana Karina de Oliveira Nascimento ◽  
Ana Lúcia Simões Borges Fonseca
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Education Program ◽  
School Environment ◽  
Basic Education ◽  
Teacher Education Program ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

ABSTRACT Teacher education can take place in multiple spaces besides the school environment (university and basic education schools), following different paths and in a decolonial way. Having this in mind, a qualitative research with an interpretative scope was conducted during a year and a half, on the range of the English project of the National Pre-service Brazilian Teacher Education Program (Pibid) at a federal university in Brazil. In this article, the focus is on the analysis of pre-service teachers’ field diaries and their content concerning one of the activities developed as part of the project: going to the movies and reflecting upon some films. The experience revealed how pre-service teachers had the chance to reflect on the relationships they were able to establish with teacher education, and the readings and experiences provided by Pibid, thus corroborating the importance of decolonizing practices.

ELF-aware pre-service teacher education: practices and perspectives

ELT Journal ◽  
2020 ◽  
Vol 74 (4) ◽  
pp. 453-462
Author(s):  
Esma Biricik Deniz ◽  
Elif Kemaloglu-Er ◽  
Yonca Ozkan
Keyword(s):  
Teacher Education ◽  
English Language Learners ◽  
Language Learners ◽  
Prospective Teachers ◽  
English Language ◽  
Teaching Practice ◽  
English Language Teaching ◽  
Pre Service Teacher Education ◽  
Theory Practice Gap ◽  
Pre Service Teacher

Abstract English as a lingua franca (ELF) is a recent paradigm in ELT which acknowledges non-native varieties in their own right and NNSs as having their own unique characteristics rather than assessing them against an NS benchmark. Despite the changing needs of today’s English language learners, there is little research on how to integrate ELF into pre-service teacher education programmes and English language teaching practice since there is a theory–practice gap due to lack of clear pedagogical descriptions and concrete classroom-driven data. This study presents an intensive educational model for pre-service teachers aiming to raise their awareness of the pedagogy of ELF, synthesizing theory with practice. It investigates how prospective teachers exposed to the ELF-aware teacher education model integrated ELF into their teaching and their viewpoints about the process. The entire process has been reported to contribute significantly to the participants’ professional development as well as presenting several challenges.

Role of Feedback for Bridging Theory- Practice Gap in Teaching Practicum

2020 ◽  
Vol 11 (1) ◽  
pp. 159-159
Author(s):  
Faiza Masood ◽  
Dr. Malik Ghulam Behlol
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Theory And Practice ◽  
Teaching Practicum ◽  
Practice Gap ◽  
Pre Service Teacher Education ◽  
Theory Practice Gap ◽  
Pre Service Teacher

Incorporating theory into practice is not a simple rather dialectical and complex process of observing, scaffolding, reflecting, and coordinating prospective teachers. It has been observed that interaction in the form of academic feedback between CTs and PTs is missing in the teaching practicum. The present study aims to investigate the perceptions and practices of PTs and CTs about Feedback in teaching practicum to bridge the gap between theory and practice in the Pre-service Teacher Education Program. It is an exploratory investigation applying survey method and semi-structured interview to collect data from PTs and CTs to answer the investigation inquiries about the role of Feedback practices in bridging the theory-practice gap. Purposive and Criterion sampling techniques were applied to select the participants of the study. Findings reveal that the CTs are working as mentors without any professional training and recognition in their department and universities for their contributions in teaching practicum. They are lacking to perform their role effectively in providing written and oral Feedback to PTs for their professional development. School Practicum is suggested to be regular, well organized, and structured instead of a command-based component of the Pre-service Teacher Education Program. Keywords: Feedback, Teaching practicum, Cooperative teacher, Prospective Teacher

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