scholarly journals A Cognitive Analysis of Advance Student-Teachers’ Reading Performance in an ESL Context

2012 ◽  
Vol 2 (6) ◽  
pp. 209
Author(s):  
Olajide Stephen Billy
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
Cognitive Skills ◽  
Intellectual Development ◽  
National Development ◽  
Teacher Preparation Program ◽  
Literacy Skill ◽  
Colleges Of Education ◽  
Cognitive Components ◽  
Advance Student

Reading, a literacy skill with fundamental contribution to intellectual development, is cognitively ignited, propelled and actualized. For nearly a century, scholars have concerned themselves with exploring the cognitive basis of reading in order to improve comprehension performance. In Nigeria where English is a Second Language (ESL), worries have been expressed that student-teachers in Colleges of Education, like other categories of learners, are poor readers. The problem has been attributed partly to poor cognitive skills, and it has implication for teacher preparation: it may have adverse effects on the future of secondary school learners who are supposed to be taught by the student-teachers after the latter might have graduated from the colleges. In this paper, an attempt is at identifying, quantifying and evaluating the cognitive components of the comprehension performance of the advance student-teachers with a view to showing how such components may be enhanced in teacher preparation program for greater national development and progress. 

scholarly journals The effect of the teacher preparation program in the College of Education on student teachers' acquisition of professional competencies in relation to their attitudes towards the teaching profession

2011 ◽  
Vol 5 (2) ◽  
pp. 54
Author(s):  
Nasser Al rwahi ◽  
Suliman Al Balushi
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
College Of Education ◽  
Teaching Profession ◽  
Point Of View ◽  
Teacher Preparation Program ◽  
Professional Competencies ◽  
Preparation Program ◽  
Teaching Competencies ◽  
Teachers Attitudes

The aims of the current study were to measure student teachers' acquisition level of professional competencies from their point of view, to determine the most influential elements of the teacher preparation program on the acquisition of these competencies, and to study the relationship between the acquisition of these competencies and the student teachers' attitudes towards the teaching profession. The sample included ١٦٧† student teachers in the College of Education at Sultan Qaboos University. Two instruments were designed: one to measure the professional competencies and other to measure the attitudes towards the teaching profession. The two instruments were uploaded on the internet for the purpose of data collection. The results showed that in the view of student teachers, the teaching competencies were most important with the highest ranking, and the evaluation competencies came last. Regarding the most influential elements of the teacher preparation program, the teaching practicum came first, then the curriculum and instruction courses, and then the psychology courses. Also, from the student teachers' point of view, the level of influence the foundation and administration courses was weak. The females outperformed males in preparation and teaching competencies. However, there were no significant differences among the means of the competencies or in the overall means. The females also displayed more positive in attitudes towards the teaching profession. In general, the student teachers' attitudes towards teaching were moderate; however, the relationship between the acquisition of the professional competencies and the attitudes towards the teaching profession was statistically significant.

scholarly journals Effect of Students' Attractiveness and Tidiness on the Development of Student-Teachers' Expectations of Their Intellectuality

2021 ◽  
Vol 11 (4) ◽  
pp. 27
Author(s):  
Abdullah Alhajri
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
College Of Education ◽  
Teacher Preparation Program ◽  
Ministry Of Education ◽  
Preparation Program ◽  
School Students ◽  
Kuwait University ◽  
Diverse Classroom ◽  
School Uniform

The present study examined students' facial attractiveness and school uniform tidiness in developing the student-teachers' expectations of their academic performances. The researcher administered a questionnaire of 10 items on a sample that consisted of 135 student-teachers at the college of education in Kuwait University after exposing them to pictures of four school students with diversified traits of attractiveness and school uniform tidiness. The results showed that all the student-teachers' sample tends to form expectations about diverse classroom students based on their level of attractiveness and school uniform tidiness. There were no differences in these expectations between student-teachers of different GPAs. Still, such differences existed between student-teachers groups of fields of specialization. Several recommendations were then directed & brought to the Ministry of Education and teacher preparation program personnel's attention.   Received: 18 March 2021 / Accepted: 20 May 2021 / Published: 8 July 2021

scholarly journals Multicultural Teacher Preparation in Practice: A Hermeneutical Disposition

2016 ◽  
Vol 12 (31) ◽  
pp. 233
Author(s):  
Muhammad Bilal ◽  
Syed Asad Abbas Rizvi
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
Deep Level ◽  
Human Interaction ◽  
Teacher Preparation Program ◽  
Future Teachers ◽  
Preparation Programs ◽  
The Core ◽  
Multicultural Environment ◽  
Multicultural Teacher

It is a fact that learning to teach is basically a social and practical activity that is supported and informed by theoretical reflections. Field experience and realities should be the core component of any teacher preparation program. That is why, most of the teacher education programs based on theory into practice model. The main aim of this research is not to reject this model, but to sketch out an alternative way of teacher preparation that is based upon teacher’s own context and socio cultural settings or in other words teacher preparation must be organized Hermeneutically. The hermeneutical approach of Hans-Georg Gadamer, is not only of philosophical importance but contains practical implications also. The concepts of understanding, interpretation and application are the core concepts of teacher preparation. In contrast to adopting an entire theory as the guiding principle to the whole content and practice of teacher preparation courses, this research argue for the focus to be on inculcating a hermeneutic disposition in all teachers preparation programs and courses. Hermeneutics is basic to human interaction, especially in dealing with student-teachers belongs to diverse socio-cultural settings or multicultural environment. The main argument or focus of this research is that it is necessary that the teacher preparation programs must be consider the problem of multiculturalism (inter and intra cultural). Multicultural Teacher Preparation (MTP) or hermeneutical mode of teacher preparation plays an important role in the preparation of teachers. It will be helpful for teachers to develop a deep level understanding of students needs belongs to various backgrounds and perspectives, not through applying a predetermined model of classroom activities, but through helping future teachers to recognize their own prejudices and how these help to determine their understandings of diversity in their future classrooms. Developing a hermeneutic disposition in teachers training facilitates and enrich experience of future teachers. A mixed method design was used to conduct the study.

Crisis and opportunity in teacher preparation in the pandemic: exploring the “adjacent possible”

2020 ◽  
Vol 5 (3/4) ◽  
pp. 237-245
Author(s):  
Amy B.M. Tsui ◽  
Carol K.K. Chan ◽  
Gary Harfitt ◽  
Promail Leung
Keyword(s):  
Hong Kong ◽  
Teacher Preparation ◽  
Student Teachers ◽  
Online Teaching ◽  
Teacher Preparation Program ◽  
Data Set ◽  
Teaching Resources ◽  
Content Type ◽  
Team Members ◽  
Online Platform

PurposeThis paper draws on Kauffman's theory of the “adjacent possible” to make sense of the practices which have emerged in response to school and university closures in Hong Kong and reflects on what opportunities exist in this current global crisis.Design/methodology/approachThis paper drew on qualitative data from two emergent practices – the e-practicum and co-teaching on an online platform – in a teacher preparation program at the University of Hong Kong. The data set included online teaching resources produced by student teachers (STs), reflections from STs, feedback from mentors and university tutors, interactions on an online platform and interviews with co-teaching team members.FindingsThe authors found “emergent practices” were developed in response to the pandemic by pushing the boundaries of existing practices and exploring the opportunities hovering at the edges of the possible. These practices were still evolving, but they contained elements that can morph into innovative practices in teacher preparation.Originality/valueThis paper provides a perspective on where opportunity in a crisis can be found and what innovation means in an educational context.

Keeping Our Best? A Survival Analysis Examining a Measure of Preservice Teacher Quality and Teacher Attrition

2017 ◽  
Vol 70 (2) ◽  
pp. 115-127 ◽  
Author(s):  
Robert Vagi ◽  
Margarita Pivovarova ◽  
Wendy Miedel Barnard
Keyword(s):  
Teacher Preparation ◽  
Preservice Teacher ◽  
Student Teachers ◽  
Teacher Quality ◽  
Teacher Attrition ◽  
Teacher Preparation Program ◽  
Quality Teachers ◽  
Policy Makers ◽  
The Relationship ◽  
Analyze Data

Preparing, recruiting, and retaining high-quality teachers into the profession has been a concern of policy makers and practitioners for some time. Teacher attrition is problematic and costly for schools and districts. However, relatively few studies have investigated the relationship between preservice teacher quality and teacher attrition. In this study, we analyze data from an apprenticeship-style teacher preparation program to understand the relationship between a measure of preservice teacher quality—student teachers’ observational scores—and their decisions to (a) enter into the profession, and (b) stay in the profession within the first 2 years after graduation. We find that more qualified student teachers are more likely to enter into the profession and stay in the profession, even after controlling for student teachers’ demographic characteristics and their academic achievement.

scholarly journals Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers

2020 ◽  
Vol 15 (4) ◽  
pp. 66-81
Author(s):  
Dina Ahmed Ismaeel
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
Self Efficacy ◽  
Peer Assessment ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Web Based ◽  
Significant Difference ◽  
Academic Self Efficacy

The aim of the present study was to identify the effect of web-based self and peer-assessment approaches on improving pre-service student teachers' academic self-efficacy. In this context, a study was carried out during the second semester of the 2018 academic year among 48 pre-service student teachers enrolled in the Teacher Preparation Program, at the College of Education at King Faisal University. The Academic Self-Efficacy of Alternative Web-Based Assessment survey questionnaire (ASEAWA) was used for the purpose of this study. The results highlighted the value of utilizing self and peer-assessment approaches to enhance pre-service student teacher academic self-efficacy. The study found no significant difference between the influence of web-based self and peer-assessment approaches on academic self-efficacy in terms of the two ASEAWA factors investigated: Academic Achievement and Academic Development. This study has several implications for designers and developers of teacher preparation programs as well as for further research in the field.

scholarly journals The Need For Training Gender-Sensitive Teachers: Addressing Education Challenges For Gender Sensitive National Development

2010 ◽  
Vol 3 (3) ◽  
pp. 41 ◽  
Author(s):  
Mutendwahothe Walter Lumadi ◽  
Sipho S. Shongwe
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
National Development ◽  
Gender Issues ◽  
Colleges Of Education ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
Education Management ◽  
Gender Hierarchies ◽  
Over Time

This study reports on the extent to which colleges of education in Swaziland prepare student teachers to be gender-sensitive in their practice as teachers. Gendering in contemporary teacher education, both primary and secondary was approached from the curricular and agency perspectives. Gender-related differences in the first teacher education curriculum were highly visible. These have persisted and are still visible in the current curricular structures though the wording may have changed over time. Other major findings included factors perceived by lecturers and teacher education management as necessary for implementation of a gender-sensitive curriculum in teacher education colleges, and these include the need for gender-related initiatives to address gender issues and the need to address gender hierarchies.

scholarly journals The value of eJournals to support ePortfolio development for assessment in teacher education

2009 ◽  
Vol 34 (3) ◽  
Author(s):  
Susan Crichton ◽  
Gail Kopp
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Student Teachers ◽  
Design Process ◽  
Research Study ◽  
Pilot Project ◽  
Teacher Preparation Program ◽  
Social Software ◽  
Project Design ◽  
Groupes De Discussion

This paper presents findings from a two-year pilot project into the use of ePortfolios as a tool for assessment in a two year, field-oriented, inquiry-based teacher preparation program. Participants consisted of five cohorts of pre-service student teachers and five instructors; interviews, focus groups, artifacts, and project meetings provided the raw data for analysis. The originality of this work rests in the importance of establishing an eJournal to accompany the ePortfolio. Based on our findings in this action research study, we challenge and add to the existing ePortfolio literature around such issues as ePortfolio project design, process vs. product, the use of templates, social software, and documentation. Résumé : Cet article présente les résultats d’un projet pilote de deux ans portant sur l’utilisation des portfolios électroniques comme outil d’évaluation au sein d’un programme de préparation des enseignants axé sur la recherche et la pratique d’une durée de deux ans. Les participants se composaient de cinq cohortes d’étudiants en enseignement non encore sur le marché du travail ainsi que de cinq instructeurs; les données brutes qui ont été analysées proviennent d’entretiens, de groupes de discussion, d’artefacts et de réunions de projet. L’originalité de ce travail réside dans l’importance attachée à la création d’un journal électronique pour accompagner le portfolio. Sur la base de nos conclusions dans cette étude de recherche appliquée, nous remettons en question la documentation existante tout en y contribuant sur des sujets tels que la conception du projet de portfolio électronique, la comparaison du processus et du produit, l’utilisation de modèles, les logiciels sociaux et la documentation.

scholarly journals Impact of Music Education at Colleges of Education on Primary School Pupils in Nanumba North District

2020 ◽  
Vol 8 (05) ◽  
pp. 1383-1407
Author(s):  
Charles Agyei Amoah ◽  
Eric Kwadzo Klutse ◽  
Eddison Foster Mawusi ◽  
Solomon Sukpen
Keyword(s):  
Teacher Preparation ◽  
Music Education ◽  
Primary School ◽  
Student Teachers ◽  
Primary Schools ◽  
Qualitative Method ◽  
Colleges Of Education ◽  
Creative Arts ◽  
Primary School Pupils ◽  
The Relationship

This paper presents how music education in the Colleges of Education influences the teaching of Music and Dance on the primary school. This study aimed to evaluate the training of the student-teachers in preparation to teach Music and Dance as well as to explore the relationship between Music Education at the Colleges of Education and the primary schools. Qualitative method was used and data were obtained through interviews and observations. Fifteen (15) respondents were selected from three (3) schools in the Nanumba North District – Bimbila were randomly sampled for the study. Findings revealed that the amount of training or preparation received in Colleges of Education has been inadequate and has no influence on what entails in the Creative Arts (Music and Dance) syllabus. Hence making teachers handicapped in handling Music and Dance lessons. The work recommends that more attention should be given to teacher preparation in Music and Dance in terms of contents and the methodology to meet the demands of Creative Arts (Music and Dance) syllabus. Also, there should be a revision of subjects that comprise Creative Arts in the Colleges to conform to Creative Arts in the primary school.

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