scholarly journals MOTIVATIONAL FACTORS AFFECTING RETENTION IN PRE-SERVICE TEACHER EDUCATION ACROSS KARACHI, PAKISTAN

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Intizar Hussain, Hina Hussain Kazmi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teaching Profession ◽  
Motivational Factors ◽  
Social Utility ◽  
Honors Programs ◽  
Factors Affecting ◽  
Gender Influence ◽  
The Difference

The undertaken study is intended to investigate motivations of student-teachers in the teaching profession. The sampled respondents include trainee prospective-teachers enrolled in B Ed Honors programs offered by University of Karachi through its affiliated colleges and at its main campus. This study ascertains the Factors that Contribute to their Motivation for Joining teaching profession. Obtained data was analyzed using ANOVA and T-Test statistics. Inferential statistics enabled researchers to find hidden meanings of the data by examining the difference between means of the data; by establishing relationships between the Variables of interest. some interesting findings such as; social utility of teaching, gender influence on selecting profession of teaching, parental qualification and profession’s influence on prospective teachers’ motivation etc. were challenging the traditionally held myths about motivational factors in choosing teaching profession, . The study bears implications for different stakeholders of the teacher education system in order to develop a learning environment that motivates the students to perform and achieve well.

scholarly journals Association between Influential Factors and Teaching Profession as Career Choice among Undergraduate Student Teachers: A Structural Equation Study

2020 ◽  
Vol 9 (31) ◽  
pp. 166-177
Author(s):  
Suleyman Celik
Keyword(s):  
Student Teachers ◽  
Structural Equation ◽  
Reliability And Validity ◽  
Teaching Profession ◽  
Influential Factors ◽  
Motivational Factors ◽  
Social Utility ◽  
Prior Learning ◽  
Moral Value ◽  
Learning And Teaching

This study investigated the fitness of the Factors Influencing Teaching (FIT) Choice scale in a Kurdish educational setting among undergraduate teacher-training students (N=1335) encompassing nursery, primary and secondary education. The factors motivating this population to become teachers were examined in the Iraqi-Kurdish educational context. The-FIT-Choice scale was translated into the Kurdish language and its reliability and validity were measured. Intrinsic/altruistic and social utility values were found to be the most important factors behind the choice of the teaching profession as a career. Intrinsic career value, social contribution, the experience of prior learning and teaching were also influential motivational factors in this choice, as were social influences and social status factors compared to similar research conducted in Australian and Turkish educational settings, however, fall back career, job security, time for family, job transferability, the opportunity to shape the future of children and enhance social equity did not demonstrate meaningful value as motivational factors in this survey. One of the most important results differentiating this from other studies was that the addition of moral value factors to the original scale revealed that these values played an important role in students’ perceptions towards the teaching profession as a career.

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.

Prospective EFL Teachers' Perceptions of Using CALL in the Classroom

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.

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

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

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.

scholarly journals Tensões na condição e no trabalho docente - tensões na formação

2015 ◽  
Author(s):  
Miguel Arroyo
Keyword(s):  
Teacher Education ◽  
Sexual Orientation ◽  
Critical Analysis ◽  
Social Experience ◽  
Teaching Profession ◽  
School Education ◽  
Educational Professionals ◽  
Curriculum Guidelines ◽  
The Difference

O texto propõe que as formas de equacionar a formação dos profissionais daeducação básica exigem novos parâmetros. A 1ª. parte sugere a necessidade deanálises críticas dos perfis, protótipos de profissional e de formação que veminspirando as políticas, as diretrizes curriculares, os programas de sua formação. A2ª. parte traz as análises sobre as mudanças no trabalho e na condição docente e asexigências de outra formação. Sugere que o processo mais adequado de formulardiretrizes, políticas, currículos de formação será partir das experiências reais dadocência ou do trabalho e da condição docente. A 3ª. parte focaliza a tensaafirmação de Outras identidades docentes que vem dos Outros educandos eeducadores/as. Os educandos/as e os profissionais de sua educação são outros emclasse, raça, etnia, gênero, orientação sexual, afirmando a diferença de valores, deculturas, de experiências sociais. Diversidade que exige outros docentes e outraspolíticas de formação.Palavras-chave: Políticas de formação; Formação docente; Trabalho docente.The article proposes that ways of addressing the education of the professionals whowork in the school education require new parameters. The 1st part of the articlesuggests the need for critical analysis of the profiles, profesional and teachereducation prototypes that have inspired the policies, the curriculum guidelines andthe teacher education programmes. The 2nd part presents an analysis of the changesin the teaching labor and in the teacher condition as well as the requirements ofanother teacher education. The article suggests that the most appropriate process offormulating guidelines, policies and teacher education curricula rests upon realteaching experiences of teaching or work and teaching condition. The 3rd part of thearticle focuses on the tense affirmation of Others teachers’ identities that come fromOther learners and educators. Learners and educational professionals are the othersin class, race, ethinicity, gender, sexual orientation, who state the difference invalues, cultures and social experience. Thus, diversity requires other teachers andother teacher education policies.Keywords: Training policies; Teacher’s Training; Teaching Profession.

scholarly journals The Factors Influencing Teaching (FIT)

2020 ◽  
Author(s):  
Suleyman Celik
Keyword(s):  
Reliability And Validity ◽  
Teaching Profession ◽  
Motivational Factors ◽  
Social Utility ◽  
Educational Setting ◽  
Prior Learning ◽  
Moral Value ◽  
Learning And Teaching ◽  
Factors Influencing ◽  
Teacher Training Students

<p>This study investigated the fitness of the Factors Influencing Teaching (FIT) Choice scale in a Kurdish educational setting among undergraduate teacher-training students (N=1335) encompassing nursery, primary and secondary education. The factors motivating this population to become teachers were examined in the Iraqi-Kurdish educational context. The-FIT-Choice scale was translated into the Kurdish language and its reliability and validity were measured. Intrinsic/altruistic and social utility values were found to be the most important factors behind the choice of the teaching profession as a career. Intrinsic career value, social contribution, the experience of prior learning and teaching were also influential motivational factors in this choice, as were social influences and social status factors. Compared to similar research conducted in Australian and Turkish educational settings, however, fall back career, job security, time for family, job transferability, the opportunity to shape the future of children and enhance social equity did not demonstrate meaningful value as motivational factors in this survey. One of the most important results differentiating this from other studies was that the addition of moral value factors to the original scale revealed that these values played an important role in students’ perceptions towards the teaching profession as a career.</p>

scholarly journals Teacher Preparation by Universities: Internal Stakeholders Perception of Teacher Education Curriculum Content in Makerere and Kyambogo Universities

2021 ◽  
Author(s):  
Abdu Kisige ◽  
Betty Akullu Ezati ◽  
Alice Merab Kagoda
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Student Teachers ◽  
Teacher Educators ◽  
Building Blocks ◽  
Teaching Profession ◽  
Education Curriculum ◽  
Curriculum Content ◽  
Teacher Education Curriculum ◽  
Internal Stakeholders

Developing a teacher education curricular content is an enduring concern for teacher educators. A continuous method to providing quality teacher education curriculum content discloses the potential for teacher educators to produce high-quality teachers. Drawing on data from twenty teacher educators and sixteen student teachers in public institutions in Uganda, this article explored the perceptions of the teacher education curriculum content held by academic staff and student teachers in public Universities in Uganda. Using Pedagogical Content Knowledge Model as a tentative model of teacher preparation and Constructivism theory as an interpretive framework, the study was guided by one objective namely: (1) to analyze the perception of internal stakeholders about teacher education curriculum content offered in Makerere and Kyambogo Universities. This research adopted a qualitative, multiple case study design that was anchored in the interpretivist paradigm and directed by the social constructivism thinking. Data were collected using semi-structured interviews were participants from twenty teacher educators and sixteen student teachers who were purposively and conveniently selected. It was therefore concluded that both lecturers and student teachers viewed teacher education curriculum content positively viewing it as enabling learners to be equipped with specialized teaching skills, essentially directed towards teaching profession. Thus, recommendations to improve the stakeholder perception of the teacher education curriculum content are made and these include: teacher education curriculum review and the need to design a 21st-century teacher education curriculum by teacher trainers in corroboration with other university units rendering a training service to teacher trainees. This would bridge the gap of the disjointed teacher education curriculum content at Makerere and Kyambogo Universities hence strengthening the building blocks that produce a teacher.

scholarly journals Discoveries through Challenges: Collective Autoethnographic Study of Teacher Educators in the COVID‘19 Situation

2021 ◽  
Author(s):  
Eglė Pranckūnienė ◽  
◽  
Rūta Girdzijauskienė ◽  
Remigijus Bubnys ◽  
Liudmila Rupšienė
Keyword(s):  
Teacher Education ◽  
Transformative Learning ◽  
Student Teachers ◽  
Lived Experience ◽  
Prospective Teachers ◽  
Online Teaching ◽  
Teacher Educators ◽  
Interpersonal Relations ◽  
World Health ◽  
First Person

After the World Health Organization announced the COVID-19 pandemic in March 2020, education systems were forced to move instruction to the virtual world. It drastically changed the interplay between teachers and learners, educational content, and the learning environment. When scrutinising the experience of teacher educators, we realised that it was important to focus on their discoveries. Collective reflection and collaborative autoethnography of four teacher educators developed into a reflective process of creating collective knowledge about their lived experience of coping with the new reality of teaching. The research was carried out in four steps: collective reflection on the context of education and individual lived experiences, collective analyses of transcribed first-person narratives, collective interpretation of the first-person narratives, co-creation of insights, and implications for the future of teacher training. The paper discusses the discoveries of four teacher educators made during the pandemic period: the benefits of communication technology, new interpersonal relations, the dynamics of self-learning, and a new concept of multiple educational spaces. The research results showed that the online teaching and technological breakthrough encouraged teacher educators to use various online platforms and technological tools, to develop new teaching strategies, to find effective ways of communication, to focus more on the organisation of teaching and learning, the usage of multiple learning spaces, and teaching multimodality. At the end of this paper, we provide some insights for teacher education: teacher education programmes should create conditions for student transformative learning preparing prospective teachers to live and work in a rapidly changing and challenging world, to create space and time to develop important qualities of student teachers such as flexibility, the ability to adapt to changing circumstances and resistance to physical and emotional disturbances.

Exploring Professional Development of Teachers: The Case of Ethiopia, Finland, India and Singapore

2021 ◽  
pp. 121-133
Author(s):  
Gara Latchanna ◽  
Mittireddy Venkataramana ◽  
Abebe Garedew
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Professional Competence ◽  
Teaching Profession ◽  
Professional Autonomy ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Special Needs Education ◽  
Professional Development Of Teachers

The paper attempts to provide a snapshot of the current practices in the Professional Development of Teachers (PDoT) in four selected countries namely, Ethiopia, Finland, India and Singapore. PDoT has been analysed in the form of a continuum of Initial Teacher Education (ITE), Induction and Continuous Professional Development (CPD). The survey of literature revealed that for ITE in two countries, i.e. Ethiopia and India, the system was unable to attract competent applicants, as a result ofwhich the professional competence of teachers suffered. On the other hand, Finland and Singapore were the epitomes of having effective ITE system. The ability to attract candidates with high potential into ITE, right amount of emphasis on theory and practice in ITE programmes, the existence of effective CPD and rigorous professional development community involving the ministry of education, universities of teacher education and schools, and high prestige for the teaching profession enabled Finland and Singapore to be the star performers in PDoT. In Finland, the provision of one-year CPD training on special needs education to all teachers and professional autonomy to teachers were the salient features whereas in Singapore, a monthly stipend for student teachers during initial teacher education and multifarious career tracks for the teacher were a few additional features. 'This survey of literature has presented significant lessons drawn from eachrespective country regardingpractices in PDoT.

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