scholarly journals A Study of Evaluation Methods of Teaching Practice of Distance Teacher Education Institutions

2021 ◽  
Vol 6 (2) ◽  
pp. 42-56
Author(s):  
Fouzia Younas
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Continuous System ◽  
Monitoring And Evaluation ◽  
Education Institution ◽  
Evaluation Methods ◽  
Chi Square ◽  
Evaluation Of Teaching ◽  
Teacher Education Institutions

This study was aimed to investigate evaluation methods of teaching practice of distance teacher education institutions in Pakistan. Major objectives of the study were: to examine the evaluation methods of teaching practice used in distance teacher education institutions; to analyze the effectiveness of teaching practice at distance teacher education institutions; and to find out the problems/weaknesses in evaluation of teaching practice in these institutions. The population was consisted of all the supervisors of distance teacher education institution offering teacher education programmes. Allama Iqbal Open University Islamabad in Pakistan is example of distance education. Two questionnaires were developed on the basis of related literature for prospective teachers and supervisors to get the responses. The data were collected by administering the validated questionnaires. Randomly 200 respondents were selected. The data were analyzed and interpreted by using percentages and two-way chi-square square techniques. Inferred results were discussed and reported. The major conclusions of the study were that the prospective teachers of distance teacher education institutions are not very satisfied with the duration of teaching practice. Some of the recommendations are that there is a need to put in place a continuous system of monitoring and evaluation of teaching practice including observations of prospective teachers for distance teacher education institutions. The time period of teaching practice may be increased. Self-evaluation of prospective teachers may be included in the evaluation of teaching practice.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

scholarly journals A Study of the Views of Prospective Teachers about Practicum of Teacher Education Programs

2017 ◽  
pp. 1-12
Author(s):  
Uzma Parveen Et al.,
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Education Institution ◽  
Teacher Education Institution ◽  
Research Findings ◽  
Practicum Experience ◽  
Oriented Activity ◽  
The University

Teacher education is a professionally oriented activity in the sense that the skills, attitudes, and knowledge provided herein, have a direct bearing on the teaching assignment of teachers. The criticism of recent years on existing teacher education program is adequate testimony that we have so far not fully succeeded to bring available research findings to bear upon the education of the teachers. It was a survey type of study which required the collection of data from the prospective teachers, who had gone through the practicum experience. The data comprised of the views of prospective teachers about practicum. A convenient sample of 400 prospective teachers, from the institution of three universities, having practicum experience was selected. It includes 200 prospective teachers of B.Ed. and 200 of M.A Education program with equal numbers from both genders. M.A Education prospective teachers were from AIOU and Punjab University, whereas B.Ed. were from AIOU and the University of Education. The prospective teachers viewed that less cooperation and mutual understanding exist among faculty members and cooperative teachers. The teacher education institution and its faculty should develop a good understanding and proper liaison with the staff of the cooperative schools for proper planning conduct and evaluation activities of practicum programs.

scholarly journals Educating Culturally Responsive Han Teachers: Case Study of a Teacher Education Program in China

2018 ◽  
Vol 20 (2) ◽  
pp. 42 ◽  
Author(s):  
Huanshu Yuan
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
Culturally Responsive ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Education Institution ◽  
Academic Preparation ◽  
Teacher Education Institution ◽  
Teachers Perspectives

This qualitative case study examines how a teacher education institution in China prepares culturally responsive Han teachers for diverse student populations. The purpose of this study was to explore preservice Han teachers’ perspectives of, and academic preparation in, multicultural education in order to enhance institutional quality and effectively prepare culturally responsive Han teachers for multicultural and multiethnic students in China. Four major findings revealed teacher candidates’ ambiguous perceptions of diversity; the inadequate academic preparation in teaching for diversity; disparity between academic training and teaching practice; and lack of institutional commitment to preparing teachers for diversity in China.

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 Generic Competencies and Specific Competencies among Teacher Education Institutions in Indonesia

2021 ◽  
Vol 5 (1) ◽  
pp. p1
Author(s):  
Dinn Wahyudin ◽  
Ahman ◽  
Yulia Rahmawati ◽  
Arnidah
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Group Discussion ◽  
Teaching Philosophy ◽  
Campus Environment ◽  
Teaching Philosophies ◽  
Descriptive Research ◽  
Generic Competencies ◽  
Teacher Education Institutions ◽  
Teaching Learning

The aim of this paper is to discuss and clarify the general framework of teachers’ competencies, especially on generic and specific competencies that shall be mastered by prospective TEIs in Indonesia. This study presents some empirical base data from selected Teacher Education Institutions (TEIs) in Indonesia concerning with generic competencies and specific competencies that shall be achieved by prospective teachers. In addition, the purpose of study also to have relationship between competencies and teaching philosophies implemented by individual lectures. Descriptive research is one in which information is collected without changing the environment/setting of study. Instruments used were questioners, interview, focus group discussion, and documentation study. Result shows that generic and specific competencies will be influenced by individual teaching philosophies of lecturers. They are strongly influenced and inspired by institutional teaching philosophy. Teaching philosophy is obviously translated in daily teaching learning activities in campus environment. Results also show that teacher competencies affect their values, behaviors, communication, aims and practices in school and also they support professional development and curricular studies. Thus, teachers’ competencies that will improve the teaching-learning process in school is of great importance.

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.

scholarly journals Achieving Pedagogical Abilities through Teaching Practice: A Smooth Track to be a Professional before Professional

2021 ◽  
Vol VI (I) ◽  
pp. 125-132
Author(s):  
Maria Shiraz ◽  
Mubashar Nadeem ◽  
Shahzada Qaisar
Keyword(s):  
Teacher Education ◽  
Public Sector ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
School Community ◽  
School Students ◽  
Descriptive Research ◽  
Final Round

Saphier, Haley-Speca., & Gower (2008) stated that teaching practice is to create a dynamic schoolroom environment that fosters fantastic, powerful communication amongst school students, teachers, parents and other members of the school community. This descriptive research is focused on the significance of teaching practice for the prospective teachers and was conducted by administering a questionnaire having fifteen question items on one hundred B.Ed (Hons) students of a public sector university after their final round of practicum. The results of the study through light on the importance of teaching practice component and its modalities and further reflects that teaching practice is highly significant, fruitful, and a must for any students interested in taking up teaching as a future profession both in teacher education and other programs with the remark that the concerned universities may extend to at least four months instead of restricting it to 12-16 credits or so.

scholarly journals Age and ICT-Related Behaviours of Higher Education Teachers in Nigeria

10.28945/3384 ◽  
2009 ◽  
Author(s):  
Philip Jegede
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Educators ◽  
Study Data ◽  
Colleges Of Education ◽  
Chi Square ◽  
Use Pattern ◽  
Teacher Education Institutions ◽  
Effect Of Age ◽  
One Way Anova

The study examined ICT attitude, competence, and use pattern of teacher educators. It also examined the effect of age of educators on time used in interacting with ICT. Four hundred and sixty seven teacher educators from 10 teacher education institutions (5 colleges of education and 5 universities) participated in the study. Data were collected with the aid of four research instruments. Resulting data were analyzed using One-way ANOVA and Chi-square statistics. Findings revealed that age is not a factor when considering the attitudes, competence and use pattern of teacher educators. In addition, age was not found to affect the time used on ICT by higher education teachers in Nigeria.

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