scholarly journals Relationship between Personality Trait and Spiritual Intelligence among Trainee Teachers at the Institute of Teacher Education Malaysia

2021 ◽  
Vol 11 (12) ◽  
Author(s):  
Zuraini Idris ◽  
Ku Suhaila Ku Johari ◽  
Abu Yazid Abu Bakar
Keyword(s):  
Teacher Education ◽  
Personality Trait ◽  
Spiritual Intelligence ◽  
Trainee Teachers

The Making of a Model: Teacher Education for Looked After Children

2019 ◽  
Author(s):  
Sarah Alix
Keyword(s):  
Teacher Education ◽  
Virtual School ◽  
Small Scale ◽  
Early Model ◽  
Trainee Teachers ◽  
Looked After Children ◽  
Continued Education ◽  
Stage Process ◽  
The Uk ◽  
Training Practice

<p>We report a three-stage process of developing a model of teacher education to encompass provision for Looked After Children in schools in the UK. First, a survey of 78 trainee teachers explored their perceptions and early practice concerning educating Looked After Children (LAC). There are currently 68,840 children of school age in the UK that have been ‘looked after’ for 12 months or more, and their education is of particular concern both within political and educational circles. Second, teacher education programmes were then reviewed to highlight omissions in relation to LAC, and to initiate an early model for improved training practice, not only for teachers in training but also for the continued professional development of those active in service. Third came the development of a model through consultation with major stakeholders in the field of education for Looked After Children. These were state and charitable organisations, and incorporated responses from Virtual School Headteachers (VSHs) who have oversight of the education for LAC, who are placed on a ‘virtual school’ roll even though physically spread across the schools within a local authority and beyond. The outcomes of the study are limited by the small scale of the research, but provide a validated template for the initial and continued education of teachers for LAC.</p>

Issues and Patterns of Writing Issues Through Practical Journals Among Students at the Institute of Teacher Education, Tun Hussein Onn Campus, Batu Pahat

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Rosly Kayar ◽  
◽  
Zaiha Mohd Kusrin ◽  
Faridah Mohd Sopah ◽  
Abd. Shakor Borham ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Qualitative Study ◽  
Journal Writing ◽  
Racial Diversity ◽  
Document Analysis ◽  
Reflective Writing ◽  
School Factors ◽  
Self Reflection ◽  
Trainee Teachers

This study aims to analyze issues, issue writing patterns, and reflective writing in the PISMP trainee teacher practicum journal, at Tun Hussein Onn Campus Teacher Education Institute, Batu Pahat. This study involved a total of 40 journal reflection writings selected at random in 2019 for various options. Qualitative study through document analysis is used to analyze the reflective writing of trainee teachers. In this study, the data were obtained from the writing notes of the reflection journal of the trainee teacher during the practicum. The results show that the writing of trainee teacher issues is more focused on the student domain (18 issues), followed by students (15 issues) and pedagogy (1 issue). Students were found not to touch the school domain at all and there was writing the title of the issue presented in the practicum journal not clear the domain of the issue (6 issues). The findings of the study also show that 36 out of 40 journal writing titles are clearly written. This shows that only a small number of journal writing titles cannot be written clearly. These findings indicate that trainee teachers are less focused on school factors such as environment, basic facilities, and racial diversity in writing self-reflection. The practice of reflection through journal writing is a very important aspect of teacher training in motivating trainee teachers intrinsically to achieve professional development in the field of trainee teacher duties.

scholarly journals Fostering awareness of the pedagogical implications of World Englishes and ELF in teacher education in Italy

2016 ◽  
Vol 6 (3) ◽  
pp. 487-511 ◽  
Author(s):  
Paola Vettorel ◽  
Sara Corrizzato
Keyword(s):  
Teacher Education ◽  
English Language ◽  
World Englishes ◽  
Teacher Education Programs ◽  
Discussion Forums ◽  
Lingua Franca ◽  
Language Teacher Education ◽  
Trainee Teachers ◽  
Recent Developments ◽  
E Learning

Teacher education represents an essential step to raise awareness of the sociolinguistic changes brought about by the current pluralization of English and by its lingua franca role. Within the pre-service teacher education programs run at the Department of Foreign Languages and Literatures, University of Verona, Italy, part of the English language course focused on issues related to World Englishes (WE) and English as a lingua franca (ELF), aiming at fostering awareness of and active reflection upon their pedagogical implications. After taking into consideration recent developments in WE- and ELF-aware teacher education, we will report on findings from a research study involving trainee teachers attending the aforementioned courses for English in academic years 2012-13 to 2014-15. The main aim of the study has been to investigate whether, how and to what extent trainee teachers’ pedagogical knowledge and reasoning about a WE and ELF-informed perspective in teaching practices may undergo a change after attending these courses. Drawing upon different sets of data (questionnaires, reflections in e-learning discussion forums, interviews and final reports), the trainees’ increased awareness of and readiness to include a WE- and ELF-informed didactic approach after attending the course will be discussed, together with implications for foreign language teacher education.

scholarly journals In-Service LTE Program for Chinese Private Institute English Teachers

2021 ◽  
Vol 5 (8) ◽  
pp. 80-90
Author(s):  
Xiaojing Zhang
Keyword(s):  
Teacher Education ◽  
English Language ◽  
English Language Teaching ◽  
Reflective Practitioner ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Trainee Teachers ◽  
Research Activities ◽  
Program Schedule ◽  
Training Courses

This paper describes a half-year in-service Language Teacher Education (LTE) program, targeting the trainee teachers who work in Chinese private English institutes. This is to better prepare them at the outset of their career. Primarily intending to build the trainee teachers’ professionalism and raise their awareness, an overall illustration of adopted training courses and choice of activities are introduced in this paper. Focusing on integrating instructional knowledge from ESL and English language teaching, the LTE program schedule will allow majority of readers to implement during their daily teaching and research activities. Principles underpinning this program design are illustrated one by one. A course like this may not foster all teachers to become professionals at once, but to be a reflective practitioner can be a reachable goal, as accumulation of professional expertise is based on teachers’ capability of understanding how to reflect on teaching.

scholarly journals The Perceptions of Pre-service Teachers on Bachelor of Education Program in Shaheed Benazir Bhutto University, Pakistan

2021 ◽  
Vol 1 (1) ◽  
pp. 1-12
Author(s):  
Dave Arthur R. Robledo ◽  
Ghulam Muhammad ◽  
Aftab Ur Rahman
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Academic Research ◽  
Significance Test ◽  
Quality Of Education ◽  
Preparation Programs ◽  
Chi Square ◽  
Trainee Teachers ◽  
Research Activities

The provision of quality teachers by teacher preparation programs determines the quality of education in schools. The study aimed to define trainee teachers' beliefs about teacher education and include recommendations for improving teacher education, giventhe importance of teacher education for the quality of education in educational institutions. The study included 45 trainee teachers from Shaheed Benazir Bhutto University's education department in Dir upper, Khyber Pakhtunkhwa, Pakistan. A total of 30 people were chosen for inclusion in the analysis using a purposive random sampling method. A questionnaire was developed, validated, and piloted to ensure its accuracy. The information was gathered using self-administered questionnaires and evaluated using mean ratings, standard deviation, and the chi-square significance test. The study found that trainee teachers in the institute are satisfied with their needs and demands through teacher education, that teacher education curricula are tailored to the needs of trainee teachers, that subject content courses are appropriate, that the scope of teaching practicum is broad, that training is linked to practical school experiences, and that school management courses are offered. The pedagogy courses help trainee teachers improve their teaching skills, and they receive adequate training in evaluation methods. There are also quality academic research activities. The study suggested that trainee teachers attend orientation sessions to learn about their needs and demands,which could be met through teacher preparation. Teacher education curricula are revised to provide more realistic exposure to the school's atmosphere and activities.Keywords:bachelor of education, beliefs, teacher education, trainee-teachers

scholarly journals Big Five personality trait differences between students from different majors aspiring to the teaching profession

2021 ◽  
Author(s):  
Florian G. Hartmann ◽  
Bernhard Ertl
Keyword(s):  
Teacher Education ◽  
Personality Traits ◽  
Big Five ◽  
Personality Trait ◽  
Teacher Candidates ◽  
Large Scale ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
Big Five Personality ◽  
Person Environment Fit

AbstractPerson-Environment fit theories claim that students choose their academic path according to their personality. In this regard, teacher candidates are of special interest. On the one hand, they all make the same choice to enroll in a teacher education program. On the other hand, they make different choices with respect to the subjects they are going to teach. If the Person-Environment fit approach also applies to the selection regarding teacher candidates’ subject areas, teacher candidates from different majors might have different personality traits and as a result, different starting conditions for becoming a successful teacher. Such differences need to be taken into account by teacher education in order to create programs that allow teacher candidates from different majors to equally succeed. Therefore, the current study investigates to what extent personality group differences across majors occur within the population of teacher candidates. Using data from a large-scale study, the Big Five personality traits of 1735 female and 565 male teacher candidates were analyzed, with teacher candidates compared to male (n = 1122) and female (n = 1570) students who studied the same major but who did not intend to become teachers. Unlike previous studies, academic majors were not grouped into few broad categories, but eight different majors were distinguished. The results indicate that teacher candidates are more extraverted than their non-teaching counterparts. In addition, personality trait differences between teacher candidates from different majors could be observed. The results are discussed as they relate to the recruitment and training of future teachers.

scholarly journals The Digital Gender Gap in Teacher Education: The TPACK Framework for the 21st Century

2021 ◽  
Vol 11 (4) ◽  
pp. 1333-1349
Author(s):  
Isabel María Gómez-Trigueros ◽  
Cristina Yáñez de Aldecoa
Keyword(s):  
Teacher Education ◽  
Gender Gap ◽  
Initial Teacher Education ◽  
Self Perception ◽  
Digital Competence ◽  
Trainee Teachers ◽  
Teaching Competence ◽  
Ict Tools ◽  
Spanish Universities ◽  
University Classrooms

The main goal of this research is to explore whether there are any differences by gender regarding the Digital Competence of Teachers (DCT), both in-training and in-service. Simultaneously, the specific goals of the research are to analyse which are the methodologies, including technological, that are being implemented in university classrooms and to evaluate possible new interventions to reduce the digital gender gap. This study is exploratory and descriptive. It relies upon three instruments that have been validated by experts: a questionnaire to collect teachers’ in-training perception, a second questionnaire to show in-service teachers’ perception regarding their knowledge of technologies, and a rubric to analyse in-service teachers’ self-perception regarding methodologies that employ technology. Over three academic years, data were collected from a sample of 914 trainee teachers and 194 professors from several Spanish universities. The results show that, concerning the teaching task, compared to men, the female participants have a very poor self-perception in terms of their Digital Teaching Competence, as well as a lower predisposition towards technologies. We conclude by emphasising the need to transform teaching methodologies in initial teacher education by means of the correct inclusion of ICT tools.

CORRELATIVE STUDY OF STRESS and STRESS MANAGEMENT OF TRAINEE TEACHERS OF TEACHER EDUCATION

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
Pravin Laxman Kothawade
Keyword(s):  
Teacher Education ◽  
Stress Management ◽  
College Of Education ◽  
Statistical Techniques ◽  
Male And Female ◽  
Trainee Teachers ◽  
Correlative Study ◽  
Stress Scale ◽  
Significant Difference ◽  
Sample Technique

In this study an attempt has been made to study the Correlative Study of Stress and Stress Management of Trainee teacher. Standardized stress scale by Zakhir Akhtar and Stress Management Scale by Dr. Vandana Kaushik and Dr. Namrata Arora Charpe has been used for the Present study to measure the stress and Stress Mangement Trainee teacher. The random sample technique has been followed to data collection. The sample includes 200 male and female Trainee Teacher of college of Education. For purpose of analysis and interpretation of data, descriptive and inferential statistical techniques like Mean, S.D., Skewness , kurtosis, correlation and t-test were used. Major findings of the study were i) There is no significant difference in level of stress of Male and female Trainee teacher. ii) Positively but of low level correlation found between stress and stress management Trainee teacher.

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