Reflective Teachers

This study sought to investigate the Indian trainee teachers’ perception of the 21st century skills, to what extent these skills were integrated into teacher education programs, and challenges to their integration. The study followed a mixed approach comprising of both quantitative (e. g. descriptive survey) and qualitative (e.g., interview) research methods taking 500 trainee teachers from 50 teachers’ training colleges using a stratified random sampling technique. Data were analyzed descriptively and inferentially. Findings revealed that few skills were partially integrated while others were poorly integrated, significant differences were found in the ingestion of these skills between trainees of private and government teacher training colleges, and thereby, hampering the aim of making teachers reflective. The study also noted the challenges in integrating these skills that will provide a valuable reference for teacher education curriculum planning and implementation with a view of providing a holistic educational experience among trainee teachers across countries.

Inquiry-based learning. Beliefs of trainee teachers in a physics course

The teaching of physics should be supported by practical or laboratory activities that seek to develop the scientific competencies of the students who study physics, so it is necessary to propose innovative strategies, such as research-based learning, in which students answer research questions through the analysis of data, which increases the interaction between the student and the physical concepts under investigation. Therefore, the objective of the study was to analyze the beliefs of teachers in natural science training at a public university in Colombia who take the subject of physics on research-based learning, to provide information on how to guide the use of innovative strategies. The study responds to a type of quantitative research with a descriptive approach and was based on a field design. On the other hand, the results reflect slightly positive beliefs of students in initial teacher training who study physics about research-based learning as an innovative strategy, although it is recommended to expand the sample to generalize. Finally, the analysis reveals as a conclusion that the implementation of innovative methodologies such as inquiry-based learning for science teaching, especially physics, should be promoted and supported more effectively to foster motivation, skills development, and conceptual understanding. of the scientific contents.

The Changes in Training Teachers’ Roles Performance Following Academy-Classroom Practical Training Model

Academy-Classroom model is the most recent program adopted by the Ministry of Education in Israel for trainee teachers’ practical training. One of the model’s primary goals is to bridge the gap between the needs and the reality of the school in connection with how academic institutions prepare their teachers. The study aimed to research the role performance in training teachers following the Academy-Classroom model’s implementation, compared to their role under previous training plans, and to explore whether changes had taken place. Forty-four training teachers within the academy class framework took part in the study. All of them had worked as training teachers in previous models. The research was conducted using a mixed quantitative and qualitative research methodology. The findings show a broader integration of the training teachers in the process of preparing and qualifying the trainee students. The results demonstrate a statistically significant increase in the training teachers’ role performance in social perspective, training with a focus on a subject matter guidance, mentoring students with an emotional approach, and personal responsibility for training and qualifying the trainee students. Academy-Classroom model has resulted in a paradigmatic shift in the training teachers’ role and work methods.

TEACHING TRAINEE TEACHERS TO REFLECT ON THEIR MICROTEACHING EXPERIENCES IN EFL METHODOLOGY COURSE

Зазначається, що інвестиції в інтернаціоналізацію можуть створити позитивний імідж країни за кордоном та сприяти покращенню якості освіти, хоча автори роблять висновок, що переваги інтернаціоналізації вищої освіти не обмежуються фінансами, економічним зростанням та підвищенням конку-рентоспроможності, оскільки насамперед вони поглиблюють взаєморозуміння, багатомовність, особистісний та професійний розвиток молодого покоління.

What Influences Attitudes and Confidence in Teaching Physics and Technology Topics? An Investigation in Kindergarten and Primary-School Trainee Teachers

This study investigated the correlations of general knowledge, vocational interests, and personality with trainee teachers’ attitudes and perceived capabilities in teaching physics and technology topics in kindergarten and primary school. A quantitative survey was composed using the Nature–Human–Society questionnaire, the general knowledge test BOWIT, the general interest structure test AIST-R, and the 10-item Big Five Inventory. The sample consisted of 196 female trainee teachers for kindergarten and primary school, and the results showed that only a few trainee teachers favoured teaching physics and technology topics. The bivariate analyses indicated that investigative and realistic interests were highly correlated with their confidence in teaching physics and technology topics, followed by significant relationships with possessing general knowledge in science and technology. The relationships with personality, especially neuroticism and extraversion, were also evident, but they were not as strong. The results were further differentiated in various subgroups (i.e., a group who favoured teaching physics and technology topics versus a group who did not, as well as a group with the typical interest profile of kindergarten and primary-school teachers versus a group with a social and investigative interest profile), which provided additional insights.

Hubungan Antara Motivasi Dan Persepsi Terhadap Latihan Mengajar Oleh Guru Pelatih

Motivasi guru memainkan peranan yang penting sebagai persediaan menjadi guru sebelum melangkah ke dunia realiti sebagai seorang pendidik. Tiga aspek yang disentuh berkaitan motivasi guru pelatih iaitu intrinsik, altruistik dan ekstrinsik. Manakala persepsi guru pelatih dilihat menerusi perspektif pengalaman, pengetahuan dan pembelajaran sepanjang menjalani latihan mengajar. Kajian ini bertujuan untuk mengenalpasti tahap motivasi guru pelatih dan persepsi guru pelatih terhadap latihan mengajar setelah menjalani latihan mengajar serta hubungan antara pembolehubah tersebut. Kajian ini menggunakan pendekatan kuantitatif. Seramai 80 orang pelajar terlibat sebagai responden merupakan pelajar Sarjana Muda di Fakulti Pendidikan Teknikal dan Vokasional (FPTV) yang mempunyai pengalaman dalam latihan mengajar. Instrumen kajian berbentuk soal selidik digunakan dalam mengumpul data. Data kajian dianalisa secara deskriptif dan inferensi menggunakan skor min, sisihan piawai dan korelasi Pearson. Dapatan kajian menunjukkan guru pelatih mempunyai tahap motivasi yang tinggi sewaktu menjalani Latihan Mengajar. Persepsi guru pelatih terhadap latihan mengajar pula menunjukkan nilai min yang tinggi. Terdapat hubungan yang positif yang kuat antara motivasi dengan persepsi guru pelatih setelah selesai menjalani latihan mengajar. Persepsi guru pelatih terhadap latihan mengajar sedikit sebanyak mempengaruhi tahap motivasi guru-guru tersebut. Kepentingan menjaga momentum motivasi adalah penting agar sesi latihan mengajar tersebut dapat berjalan lancar dan guru pelatih terus kekal positif untuk menjalani latihan mengajar. Teacher motivation plays an important role as the preparation before entering the real world as educators. There are three aspects related to the motivation of trainee teachers, namely intrinsic, altruistic and extrinsic. While the perception of trainee teachers is seen through the perspective of experience, knowledge and learning throughout the teaching practice. The purpose of this study was to determine the level of motivation of trainee teachers and the perception of the trainee teachers towards teaching practice and also the relationship between both variables. This study was conducted through a quantitative approach. A total of 80 students involved as respondents are Bachelor students in the Faculty of Technical and Vocational Education (FPTV) who have experience in teaching practice. Research instruments in the form of questionnaires were used in collecting data. The data were analyzed descriptively and inferentially using mean scores, standard deviations, and Pearson correlations. The analysis of the data shows that the trainee teachers have high motivation level throughout the teaching practice. The trainee teachers' perceptions towards teaching practice show a high mean score value. There is a strong positive relationship between motivation and the perception of trainee teachers after undergoing teaching practice. Trainee teachers' perceptions towards teaching practice to some extent affect the level of motivation of these teachers. The importance of maintaining motivational momentum is a crucial part in order to make sure the teaching practice runs smoothly, and trainee teachers always are positive towards the teaching practice.

The Changes in Training Teachers’ Roles Performance Following Academy-Classroom Practical Training Model

Academy-Classroom model is the most recent program adopted by the Ministry of Education in Israel for trainee teachers’ practical training. One of the model’s primary goals is to bridge the gap between the needs and the reality of the school in connection with how academic institutions prepare their teachers. The study aimed to research the role performance in training teachers following the Academy-Classroom model’s implementation, compared to their role under previous training plans, and to explore whether changes had taken place. Forty-four training teachers within the academy class framework took part in the study. All of them had worked as training teachers in previous models. The research was conducted using a mixed quantitative and qualitative research methodology. The findings show a broader integration of the training teachers in the process of preparing and qualifying the trainee students. The results demonstrate a statistically significant increase in the training teachers’ role performance in social perspective, training with a focus on a subject matter guidance, mentoring students with an emotional approach, and personal responsibility for training and qualifying the trainee students. Academy-Classroom model has resulted in a paradigmatic shift in the training teachers’ role and work methods.