Pre-Service Teachers’ Perceived Preparedness in Clinically Oriented and Traditional Teacher Preparation Programs

This mixed-methods study compared teacher candidates’ (TCs) perceived preparedness in a clinically oriented teacher education model, Clinical Experiences and Practices in Teaching (CEPT), to a traditional model. Eighteen TCs participating in the CEPT model and 22 non-CEPT TCs were surveyed and interviewed after 1 year of the program. Clinical Experiences and Practices in Teaching teacher candidates reported more frequent participation in collaboration, networking, and mentoring than the non-CEPT teacher candidates. No group difference in TCs’ perceived preparedness to meet teaching standards was found. Interview data revealed that CEPT TCs experienced “reality shock” initially and developed greater teaching confidence and self-efficacy over two semesters.

Assessment of readiness of the graduates of the bachelor’s degree course of the Faculty of Higher Nursing Education for professional activities

.Актуальность статьи обусловлена ростом требований к оценке профессиональной и психологической готовности будущих специалистов здравоохранения. Введение системы аккредитации, обучение в соответствии с профессиональными стандартами является необходимым условием повышения качества медицинской помощи. Цель статьи заключается в изучении и оценке различных факторов готовности к профессиональной деятельности выпускников бакалавриата по направлению подготовки 34.03.01 «Сестринское дело», квалификация «академическая медицинская сестра (академический медицинский брат). Преподаватель». Авторами статьи выявлено, что профессиональная потребность овладевать основами педагогического мастерства у будущих преподавателей находится на низком уровне. Выпускники испытывают неуверенность в своих знаниях и умениях, страх перед ответственностью. Академические медицинские сестры предвосхищают «шок от реальности», который произойдет в то время, когда после обучения они начнут работать в медицинских и образовательных учреждениях, взаимодействовать с персоналом, пациентами, студентами и др. Предложено активизировать работу Центра профессиональной карьеры, действующего в Казанском ГМУ по формированию представлений о будущем трудоустройстве выпускников бакалавриата. Материалы статьи могут быть полезны профессорско-преподавательскому составу для повышения эффективности обучения и совершенствования содержания образовательных дисциплин с целью соответствия профессиональным стандартам. The relevance of the article is caused due to the growth of requirements for assessment of professional and psychological readiness of future healthcare professionals. The introduction of Accreditation System, training in accordance with professional standards is the necessary condition for improving the quality of medical aid. The purpose of the article is to study and assess various factors of readiness of the graduates of the bachelor’s degree course, majoring in 34.03.01 “Nursing” qualification of “an academic medical nurse (an academic medical brother). Teacher”, for professional activities. The authors of the article revealed that occupational need to master the fundamentals of teaching mastery was in the low level at future teachers. The graduates experience lack of confidence in their own knowledge and skills, fear of responsibility. Academic medical nurses anticipate “Reality Shock or Transition Shock” in the period, when after training they start working at medical and educational institutions; interact with the personnel, patients, students, and etc. It was suggested to intensify the work of the Professional Career Center functioning at Kazan SMU on formation of true to life ideas of future employability of the bachelor’s degree course graduates. The materials of the article can be helpful for the higher-education teaching personnel to increase the learning efficiency and improve the content of educational disciplines for the purpose of raising the level of the graduates’ readiness for profession.

Teaching degree students´ experience of teaching practice

The study is focussed on perception of teaching practices by pre-service teachers in preschool and primary education university programmes. Further, the study analysed the reality shock that occurred in these students during teaching practice. The sample consisted of 41 students in preschool education programmes, while 54 students followed the primary-level education programme. The data collection methods were student portfolios and student diaries from teaching practice. In the portfolios it was possible to analyse the activities, opinions, attitudes and products of student practice. Diaries reported students’ feelings and everyday experience in the schools. Qualitative content analysis was used to analyse the data. Two significant findings were obtained, i.e., supervising teachers’ frequent unprofessional behaviour towards student teachers, and the somatic and emotional exhaustion of students.