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Academic literature on the topic 'Trainee teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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Journal articles on the topic "Trainee teachers"

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Jafar, Mohd Fairuz, Mohd Faiz Mohd Yaakob, Ramlan Mustapha, Muhammad Noor Abdul Aziz, Mat Rahimi Yusof, and Hapini Awang. "Quality of mentoring of mentor teachers: Perspective of the trainee teachers." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (June 1, 2021): 632. http://dx.doi.org/10.11591/ijere.v10i2.21035.

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<span lang="EN-US">Mentoring by the mentor teachers to the trainee teacher is an important element in the component of professional practice, namely practicum. Mentoring of mentor teachers in this study refers to the quality of guidance given by mentor teachers to trainee teachers. This aspect is seen to have an impact on the success of trainee teachers during the practicum session. However, there are past studies that state that mentor teachers do not provide guidance as required by the trainee teachers. Therefore, this study aimed to examine the quality of mentoring of mentor teachers from the perspective of trainee teachers. This study used a mixed-method approach. Quantitative study was using a questionnaire namely mentor teacher’s guidance while utilizing random sampling method was used on a sample of 217 trainee teachers from the Institute of Teacher Education in the northern zone of Malaysia who have undergone the practicum session. The qualitative approach, on the hand involve semi-structured interview with two trainee teachers as the participants. This study found that the quality of guidance of mentor teachers is at a very good level. Quantitative findings are supported by qualitative findings. Four themes were identified from the interview analysis namely; excellent guidance, informative, cooperation and the needs of mentor teachers.</span>

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Straková, Zuzana. "A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: perceptions of students." Journal of Language and Cultural Education 4, no. 3 (September 1, 2016): 71–85. http://dx.doi.org/10.1515/jolace-2016-0026.

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Abstract Trainees in teacher training programmes experience a variety of courses focusing on helping them to master the basic skills as future language teachers. The most important issue in the entire training is the appropriate balance between the input they receive from the trainer and the hands-on experience in which they learn through experience. One of the best hands-on activities during teacher training is indisputably teaching practice, i.e. real experience of trainees in the school context. Teaching practice offers to trainees first experience with teaching English lessons with holding responsibility for planning, carrying out the lessons as well as learning from this experience, maintaining a good rapport with students and many other aspects. Since trainees work in the external setting without the presence of their Methodology course trainers, it is often a custom to ask trainees to keep a portfolio with lesson plans or material they used during teaching as well as some reflections on the first teaching experience, so that the trainers could create a picture of how their trainees succeeded “out there”. Such a portfolio serves as a useful tool not only for the trainee since the portfolio offers a record of how they managed to carry out specific duty at a specific time; portfolio of this type can provide the trainer with a plastic picture of how trainee managed to apply what they had learned in their Methodology courses. There are many elements which can be included in the teaching practice portfolio such as lesson plans, reflections, various case studies, textbook evaluations, sample teaching aids prepared by the trainee, etc. However, the biggest benefit that portfolio provides the trainee with is the reflection itself – thinking about how successfully something has been mastered and thinking about how things could be done better. EPOSTL (European Portfolio for Student Teachers of Languages) where trainees focus on self-evaluation of their own teaching skills is one of the tools that can help to focus the trainee on specific skill the teacher needs to master. This article tries to answer the question whether trainees are aware of the beneficial effects of such reflection, whether they perceive a tool like the EPOSTL as something that can help them to develop or they consider it rather a duty to be carried out as a part of training. Based on the experience with a group of trainees who used EPOSTL during their teaching practice this case study analyses possible strengths and weaknesses of including such a complex material as EPOSTL in pre-service teacher training.

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Adhikari, Yam Nath. "Trainee Teachers' Perspectives on Microteaching." Journal of NELTA Gandaki 3, no. 1-2 (November 30, 2020): 108–18. http://dx.doi.org/10.3126/jong.v3i1-2.33156.

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Microteaching is one of the most recent innovations in teacher training programme. It is used as a professional developmental tool for pre-service or in-service teacher training courses. Microteaching seems a good technique to train trainee teachers, when he/she has to perform his/her teaching either in practice or real life. The objective of this research was to explore perspective of trainee teachers towards microteaching. The sample size of the study consisted of 40 trainee teachers of B.Ed. from Prithvi Narayan campus, Pokhara. The informants were selected purposively. By taking their consent, I visited the school and distributed the questionnaire, where the student-teachers were practising in practice teaching. A set of close-ended questionnaire was used as the data collection tool. The data were presented in percentage and analyzed and interpreted descriptively. The results reveal that microteaching plays a vital role to improve the trainee teachers’ pedagogical skills, competencies, build self-confidence, make positive attitudes towards teaching life by limited sources and within minimum available facilities, provide valuable teaching experiences, and make them aware of the benefits. Further, microteaching deals with the emerging challenges that will happen in the real teaching career of the trainee teachers. All the respondents put their positive perspectives on microteaching although microteaching is not seriously taken by the practitioners. This study implies that microteaching is necessary for trainee teachers to prepare themselves in a better way for upcoming teaching career.

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R., RAMESH. "MEDIA UTILISATION AMONG SECONDARY TRAINEE TEACHERS IN THEIR TEACHING-LEARNING ACTIVITIES." International Journal of Research -GRANTHAALAYAH 9, no. 2 (March 5, 2021): 275–80. http://dx.doi.org/10.29121/granthaalayah.v9.i2.2021.3629.

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This study explored the views of teacher trainees on various components of their training about the use of new technology to teach their subject. There is a significant change in our daily life with the advancement of information and communication technologies. Integrating ICTs into teaching and learning offers significant potentials for higher education institutions and opens new challenges for educators, through their capacity to facilitate new kind of education in the digital environment. Particularly, the use of technology in teacher education opens new opportunities for teachers and students. The success of ICT in teacher education depends on teacher educators, trainee teachers and authorities in the institutions. The present study investigated the media utilisation among secondary trainee teachers in their teaching-learning activities. The investigator adopted the survey method and used random sampling technique for the selection of sample. A structured questionnaire was distributed to the selected 500 teacher-trainees and data collected were analyzed using t-test. The findings concluded that the selected personal variables like sex, locality of the students, type of institutions and locality of the institutions have influenced media utilisation among secondary trainee teachers in their teaching-learning activities.

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Reddy, KR. "Teaching How to Teach: Microteaching (A Way to Build up Teaching Skills)." Journal of Gandaki Medical College-Nepal 12, no. 1 (February 5, 2019): 65–71. http://dx.doi.org/10.3126/jgmcn.v12i1.22621.

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Microteaching is one of the most recent innovations in teacher training program which is used as a professional developmental tool in pre-service or in-service teacher training programs. Microteaching helps teachers to better understand the processes of teaching and learning and provides the opportunity to learn teaching skills, to study their own teaching, and to study the teaching of others. Microteaching is an organized, scaled-down teacher training program where a trainee teacher plans a short lesson, teaches it to a reduced group of students (Three to ten) in a 5 to 20 minute lesson, and then reflects on their teaching afterwards. The lesson is video recorded for either individual or peer review. The trainee teacher’s micro-lesson is reviewed, discussed, analyzed, and evaluated to give a feedback. Based on this feedback, the trainee teacher re-teaches the micro-lesson, incorporating those points raised during the discussion and analysis. The main objective of this article is to address and emphasize that microteaching has the potential to improve the teachers’ pedagogic skills, competencies, self-confidence, beliefs, and attitudes with minimum available facilities and to provide students with valuable teaching experiences and make them aware of the benefits and relationships between theory and practice.

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R. Robledo, Dave Arthur, Ghulam Muhammad, and Aftab Ur Rahman. "The Perceptions of Pre-service Teachers on Bachelor of Education Program in Shaheed Benazir Bhutto University, Pakistan." journal of social sciences review 1, no. 1 (June 30, 2021): 1–12. http://dx.doi.org/10.54183/jssr.2021.1.1.1.

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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

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Hawani, Aymen, and Maher Mrayah. "Training of 'Body Language and Public Speaking' and Pupil’s Disruptive Behaviour." International Journal of Humanities and Social Sciences 12, no. 6 (December 30, 2020): 1–16. http://dx.doi.org/10.26803/ijhss.12.6.1.

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The purpose of this study is to describe and analyze students' disruptive behaviour and teacher trainee’s responses before and after a Body Language and to Speak in Public training module for school teachers at the end of initial training physical education teachers (PET). A quasi experimental research is used to find out the effect of Language and to Speak in Public training on students’ disruptive behaviours. A sample of 389 students; 243 males and 146 females participated in this study along with 20 trainee teachers; 10 (6 males and 4females) who constitute the control group while 10 (5males and 5females) make the experimental group. The investigators have adapted Brunelle’s Disciplinary Incidents Observation System (DIOS) and used Sony model 4K Handcam cameras with builtin projector and a BoomTone DJ wireless microphone equipped with a transceiver to detect and record students’ disruptive behaviours, respectively. Findings reveal that the courses directed by trainee students during work readiness internships show a high degree of disruption, since there is a rate of 1.3 and 1.01 DB per minute. The frequency of onset of disruptive behaviours (DB1 and DB2) is slightly lower in sessions facilitated by trainees who have been trained in "Body language and public speaking". Similarly, at the level of disruptive behaviours (DB3), the trainees who underwent the training realized more significant decrease in the frequency of appearance of these behaviours. Faced with these disruptive behaviours, the trainees who attended the training were slightly more interactive in their reactions during the sessions. Findings constitute a repertory index to perceive the different disruptive behaviors of students and the reactions of trainee students to these behaviors. Therefore, the results of this study are worthy in bridging the existing potential gap and strengthening the perspective the researchers have put forward.

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Chew, Fong Peng, Chor Ter Tan, and Fonny Hutagalung. "ACHIEVEMENT LEVEL OF CHINESE LANGUAGE AMONG THE PRESERVICE TEACHERS AT INSTITUTION OF TEACHERS EDUCATION." International Journal of Education, Psychology and Counseling 4, no. 33 (December 15, 2019): 61–77. http://dx.doi.org/10.35631/ijepc.433006.

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The purpose of this study was to investigate the level of Chinese Language mastery level among the trainee teachers at the Institute of Teacher Education. The selected trainee teachers comprise two different programs, namely the Bachelor of Education Program (PISMP) and the Postgraduate Education in Diploma Program (PDPLI). A total of 389 samples were selected from 16 Institute of Teacher Education throughout the country by using the group and simple random sampling method. The instruments consisted of a Chinese Language test that was used to measure their achievement in the Chinese language as well as a questionnaire aimed at measuring their Chinese Language proficiency level. The results showed that the Chinese Language test results for the PISMP trainee teachers showed a high passing rate of 99.63%, whereas the DPLI trainee teachers scored at average 72.28%. Furthermore, the overall comparison found that the majority of the trainee teachers master the language skills well in communication, reading and writing skills. However, the t-test indicated that there was a significant difference in Chinese Language achievement between the PISMP program respondents and the DPLI respondents with t = 19.76, p <.05, η = .67. This meant that the level of proficiency in the Chinese Language skills of PISMP trainee teachers was better than that of the DPLI trainee teachers. Therefore, the Malay trainee teachers should regularly associate with native speakers to improve their understanding and mastery of Chinese Language, Linguistics and knowledge of Chinese Culture to enhancing the quality of their teaching in the classroom.

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HAWANI, Aymen. "The Practice of Tunisian physical education teachers at the end of initial training during the preparation for professional life." Journal of Quality in Education 11, no. 17 (May 5, 2021): 99–130. http://dx.doi.org/10.37870/joqie.v11i17.253.

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Background and Study Aim: The purpose of this article is to describe and analyze students' disruptive behavior and teacher trainee responses before and after a “Body Language and to Speak in Public” training module for school teachers at the end of initial training physical education teachers (PET). Material and Methods: Delayed video scope analysis was conducted using the "Disciplinary Incidents Observation System (DIOS)" of “Brunelle J.” (1996) [7]. Results: The data collected, it can be deduced that the courses directed by trainee students during work readiness internships show a high degree of disruption, since there is a rate of 1.3 and 1.01 DB per minute. Conclusions: The frequency of onset of disruptive behaviors (DB1 and DB2) is slightly lower in sessions facilitated by trainees who have been trained in "Body language and public speaking". Similarly, at the level of disruptive behaviors (DB3), the trainees who underwent the training realized a greater decrease in the frequency of appearance of these behaviors. Faced with these disruptive behaviors, the trainees who attended the training were slightly more interactive in their reactions during the sessions. The impact that this study could have on the initial training of physical education teachers (PET). The results of our studies illustrate the reality of the practice of future teachers during the internship preparation to professional life. Indeed, they constitute a repertoire to perceive the different disruptive behaviors of students and the reactions of trainee students to these behaviors. By way of this presentation, our work can certainly be used as part of the initial training of PET and in formalizing the professional skills repository.

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McKenzie, Liz. "Trainee teachers’ experience of reflection." Journal of Further and Higher Education 39, no. 5 (January 12, 2015): 645–64. http://dx.doi.org/10.1080/0309877x.2014.971103.

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Dissertations / Theses on the topic "Trainee teachers"

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Cameron, Joy. "Physical education : meeting the needs of primary trainee teachers and trained teachers." Thesis, University of Huddersfield, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438072.

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Cain, Timothy. "Mentoring trainee music teachers." Thesis, University of Southampton, 2006. https://eprints.soton.ac.uk/192637/.

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This study analyses the relationships between Secondary school music trainee teachers and the mentors who are primarily responsible for training them to teach music. The methodology was an in-depth collective case study of a sample of trainee music teachers and their mentors, adopting primarily the methods of non-participant observations and interviews. The study is located within a review of pertinent theories of mentoring and an analysis of empirical research. This analysis compares studies of ITT mentoring in different contexts, and demonstrates that, despite the diversity of mentoring practice, research has produced findings which are consistent across two or more studies. The collective case study consists of five individual cases ofmentoring relationships, each of which is presented so as to preserve its individuality. The talk in meetings between trainees and their mentors is then analyzed drawing on Mercer's (1995) typology of classroom talk as exploratory, cumulative and disputational. The analysis shows that exploratory talk has an underlying structure which is missing in cumulative and disputational talk. Analysis ofthe talk also reveals three further types of conversation between mentors and their trainees which are characterised as solo conversations, short conversations and parallel monologues. The study has two major conclusions: first, that in mentoring conversations exploratory talk is more likely to promote productive reflection than other types of talk, and second, that the potential for exploratory talk to promote reflection may not be fully realised by music mentors.

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Tummons, Jonathan. "The assessment of trainee teachers : an ethnography." Thesis, Lancaster University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654460.

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Dominant discourses of quality assurance in UK higher education posit assessment as a transparent and rigorous process through the ascription of the two key and inter-related concepts of validity and reliability. Drawing on ethnographic research into the assessment procedures and practices of one teacher-training course in England (a part-time course for teachers in the learning and skills sector which is delivered on a franchise basis across a network of further education colleges), this thesis demonstrates that claims to assessment validity and reliability are contestable. The thesis draws on three complementary social practice theories (communities of practice, new literacy studies and actor-network theory) in order to reveal assessment as being a complex, localised practice characterised by contingency and improvisatory behaviours on the part of both tutors and students, mediated by a variety of genres of textual artefacts. These divergent and complex practices are shown to disrupt dominant managerialist discourses of assessment practice in higher education. They are also shown to disrupt dominant definitions of learning, teaching and assessment in higher education, which predominantly rest on models of individual cognition and transferable skills, and which this thesis critiques through the use of social practice accounts of learning within communities-of practice. The thesis demonstrates that assessment is more contingent and complex than dominant discourses of assessment practice in HE allow, thereby problematising claims to reliability and validity. The thesis makes contributions to current literature and research in two ways. Firstly, it concludes by offering a series of suggestions as to how assessment validity and reliability might be enhanced or reframed. Secondly, it demonstrates how communities of practice theory can be used critically to explore pedagogic activity, including assessment, within formal educational settings.

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Burrill, Paul Geoffrey. "An evaluation of trainee teachers' perceptions of mentoring." Thesis, n.p, 2003. http://ethos.bl.uk/.

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Yatim, A. M. "Some factors affecting bilingualism amongst trainee teachers in Malaysia." Thesis, Bangor University, 1988. https://research.bangor.ac.uk/portal/en/theses/some-factors-affecting-bilingualism-amongst-trainee-teachers-in-malaysia(08e2e23a-838f-4c67-a56d-6b430a2110b0).html.

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The thesis is contextualized in the theory and research surrounding bilingualism and second language learning. In particular it concerns attitude to language as a key construct in the explication of language policy within a country. Three chapters provide the background to the research of the thesis. The first two chapters concern the history of the language situation and of bilingual education in Malaysia and consider how Bahasa Malaysia has recently been accorded increasing status in order to foster national unity and integration. The third chapter reviews attitude theory and measurement as it relates to language, with consideration of the world-wide research into language attitudes. The thesis proceeds to report two investigations carried out at four Teacher's Colleges in Malaysia. The investigations aimed to identify the major dimensions of language attitudes using a questionnaire approach. In both investigations, a factor analysis revealed five very similar dimensions: (i) a general instrumental and integrative orientation towards the English language, (ii) parental encouragement towards the English language, (iii) students' anxiety, boredom and nervousness in learning the English language, (iv) students' attitudes towards the home xiv country, its values, culture and language and, (v) students' attitudes towards foreigners. The study also examined the relationship between these five factors and selected variables such as gender, age, ethnic and home language, college and religious affiliation and parental educational background. The variety of inter-relationship help to validate the factor scales and provide an innovative scenario of differences in attitude amongst various groups of Malaysian trainee-teachers.

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Bromfield, Carolyn. "Behaviour for learning : an analysis of trainee teachers' concerns." Thesis, University of the West of England, Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444528.

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Stone, Glenn. "Entering the profession(al organisation) : trainee teachers conception of professionalism." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/401229/.

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This thesis examines the way in which primary education trainee teachers in England are socialised into organisational professionalism as a result of their Initial Teacher Training experiences. It reports on research conducted within a small, post-1992 university in the South East of England. Data were collected from interviews with, and questionnaires completed by, School Direct, undergraduate and postgraduate trainees’ at the end point of their Initial Teacher Training. The main findings suggest that trainee teachers experience organisational professionalism themselves and observe other teachers working within an educational culture that fosters organisational professionalism. Qualitative and quantitative data support an argument that trainee teachers accept aspects of organisational professionalism as being part of teaching today. However, they also hold onto beliefs about teaching that may conflict with the demands of organisational professionalism. Trainee teachers from three different routes into teaching had experienced aspects of organisational professionalism through their school-based training. This experience often relied on trainee compliance as they conformed to the expectations of a range of sources of authority, often resulting in standardised practices within schools. Practice in school was seen to be justified within a performativity agenda, with the need to raise standards and work in ways that were perceived to be acceptable by external inspection. Findings add to the body of knowledge about teacher preparation and in particular, this thesis offers empirical support to the theoretical discussion of organisational professionalism within teachers’ work as conceived by those that are at the end of their initial training.

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Sari, F. "An exploration of Indonesian EFL trainee teachers' beliefs and their teaching practice about facilitating learners' willingness to communicate (WTC)." Thesis, University of Exeter, 2019. http://hdl.handle.net/10871/36302.

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The main purpose of this research is to investigate the beliefs of trainee teachers regarding generating English language learners' Willingness to Communicate (WTC), the relationship between their beliefs and practice and the influence of teaching practicum to their beliefs. This study took place in the Indonesian context in which EFL trainee teachers' belief-practice relationships regarding learners' WTC is still an understudied domain. Thus, this study was designed to fill this gap in current research. Three Indonesian EFL trainee teachers participated in this study during their teaching practicum. The study is within an Interpretive paradigm and utilizes a case study approach. Methods of data collection included classroom observation and semi-structured interviews. The findings showed that trainee teachers' learning experience significantly influenced their beliefs and governed their teaching. Some of the trainee teachers' beliefs were clearly manifested in their actual teaching (e.g. using explicit approaches particularly in teaching grammar). Other beliefs (e.g. creating interactive classroom activities) were not demonstrated. Several intrinsic factors such as trainee teachers' English proficiency level and confidence, and extrinsic factors such as large class size and students' responses were found to affect the relationship between trainee teachers' beliefs and practice. Most of their beliefs (e.g. learners' language knowledge as the key factor to communicate in English) remained unchanged after the practicum. Other beliefs, such as the need to use English and BI proportionally were not enacted in their teaching practice during the classroom observations. This study provides important implications for initial English language teacher education programmes, teacher professional development and for the field of teacher cognition and WTC.

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Nawaz, Neelum. "Perspectives on the status of the teaching profession in Pakistan : an investigation of trainee teachers' reasons for choosing the teaching profession, the role of the teacher and problems faced by trainee teachers." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/19317/.

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This thesis mainly analyses the trainee teachers’ reasons for choosing the teaching profession, the problems faced by them, perceptions about the role of a teacher and views about the status of the teaching profession in Pakistan. This study considered both trainee teachers and teacher trainers from a Teacher Training Institute, to examine the reasons for choosing the teaching profession in Pakistan. To seek the answer to the research questions of this study, grounded theory procedures are used to explore the views of participants and to provide an in-depth understanding in a particular context. In this research study, the research data are collected from three groups of participants by conducting one-to-one interviews and focus group discussions. On the basis of the views of research participants, four major research categories are established and under each research category different sub categories are formed. It is reflected in the findings of this study that trainee teachers face many problems and difficulties in the Teacher Training Institute. Data analysis indicates the teaching profession is often associated with low achievers and poor people. It is also considered a respected profession and trainee teachers have a desire to bring positive changes to Pakistani society by adopting the teaching profession. Furthermore, teachers have a significant role in Pakistani society as there are very high expectations of a teacher; and many good qualities, roles and responsibilities are associated with a teacher. The results of this study indicate there is a great influence from the social, cultural and religious norms of Pakistani society on the participants' perceptions and understanding about the different aspects of this study.

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Morris, Beverley. "Mentoring trainee teachers in the voluntary and community sector : a case study in initial teacher training." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11296/.

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This thesis is a case study of a small number of Voluntary and Community Sector (VCS) education providers in the East of England. It focuses on their response to the introduction of mentoring for Initial Teacher Training (ITT) and aims to describe existing interpretations and practice, highlight confusion and concerns and offer insights into the next steps for both the VCS and providers of ITT courses in the wider sector. From 2007, all new teachers in the Post Compulsory Education and Training sector are required to undergo ITT which includes mandatory mentoring support. This research was undertaken in the period immediately following the introduction of this requirement. Data was collected through a focus group and individual interviews with managers and teachers from diverse VCS organisations. This allowed for a range of opinions to be heard, analysed and interpreted and some comparisons to be drawn across and within organisations. The choice of a thematic analysis using the tools of grounded research ensured that the data could emerge and be constantly questioned as part of the research process, to avoid researcher influence wherever possible. Links have then been drawn between existing theories of mentoring and the research findings leading to conclusions to inform users and providers of mentoring and suggestions for further research. The findings can be summarised into six key points - • the definition and purpose of mentoring and the role of mentor leading to a continuum of confusion • support is identified by VCS providers as the key element in a mentoring relationship • activity is taking place in the VCS that could be described as mentoring but is unvalued and undervalued • VCS providers feel that other providers offering mentoring for ITT need to be aware of the specificity of setting and the ethos of individual organisations • there is little resistance to the introduction of mentoring for ITT into the VCS with an implicit acceptance that it is a good thing • the models of mentoring currently in use are based on inadequate pragmatism as they are a compromise.

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Books on the topic "Trainee teachers"

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Brilliant trainee teacher. New York: Pearson, 2011.

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From trainee to teacher: Reflective practice for novice teachers. Sheffield, UK: Equinox Pub. Ltd, 2016.

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The trainee teacher's survival guide. 2nd ed. New York: Continuum, 2009.

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1961-, Bell Janet, ed. The trainee primary teacher's handbook. New York: Continuum, 2009.

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The trainee secondary teacher's handbook. New York: Continuum, 2009.

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Mishima, Paula. The California Teacher Trainee Program: A review. Sacramento, Calif. (925 L St., Suite 650, Sacramento 95814): Legislative Analyst, 1987.

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Wright, Trevor. How to be a brilliant trainee teacher. Abingdon, Oxon: Routledge, 2007.

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Peter, Crowther. Understanding living things: An introduction for trainee primary teachers[. Lincoln: Bishop Grosseteste College, 2000.

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Spooner, Wendy. The SEN handbook for trainee teachers, NQTs and teaching assistants. 2nd ed. Milton Park, Abingdon, Oxon: Routledge, 2011.

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Robinson, Bernadette. Please, Miss: The true story of a trainee teacher in 1960s Liverpool. London: Hodder, 2012.

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Book chapters on the topic "Trainee teachers"

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Schaeffer-Lacroix, Eva. "Barriers to trainee teachers’ corpus use." In Data-Driven Learning for the Next Generation, 47–64. London ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429425899-4.

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Schubring, Gert, Éliane Cousquer, Chun-Ip Fung, Abdellah El Idrissi, Hélène Gispert, Torkil Heiede, Abdulcarimo Ismael, et al. "History of mathematics for trainee teachers." In History in Mathematics Education, 91–142. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/0-306-47220-1_4.

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Backman, Erik. "Teaching trainee teachers about outdoor education." In Routledge International Handbook of Outdoor Studies, 121–30. New York : Routledge, 2016.: Routledge, 2015. http://dx.doi.org/10.4324/9781315768465-15.

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Hasim, Zuwati, Roger Barnard, Tunku Mohani Tunku Mohtar, Nooreiny Maarof, and Abd Razak Zakaria. "Trainee Teachers’ Teaching Metaphors and Their Pedagogical Association." In Social Interactions and Networking in Cyber Society, 27–35. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4190-7_3.

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Habib, Sadia. "Trainee Teachers “Unravel, Criticise and Re-imagine” British Values." In Learning and Teaching British Values, 51–78. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60381-0_4.

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Moncrieffe, Marlon Lee. "White Trainee-Teachers Reproduce Eurocentric and White-British Histories." In Decolonising the History Curriculum, 25–45. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57945-6_3.

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Morge, Maxime, and Eric Piette. "Practical Application of Matchmaking Problem: Trainee Allocation for Teachers." In Advances in Practical Applications of Heterogeneous Multi-Agent Systems. The PAAMS Collection, 195–206. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07551-8_17.

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Moncrieffe, Marlon Lee. "Transforming White-British Trainee-Teachers’ Thinking Through Black-British History." In Decolonising the History Curriculum, 77–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57945-6_6.

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Lohbeck, Lucas. "The Interplay Between the Motivation to Teach and Resilience of Student Teachers and Trainee Teachers." In Resilience in Education, 93–106. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76690-4_6.

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Kılıç, Elife Doğan, and Nayil Kılıç. "The Views of Trainee Substitute Teachers on Organizational Socialization (İstanbul Sample)." In Chaos, Complexity and Leadership 2017, 61–65. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89875-9_5.

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Conference papers on the topic "Trainee teachers"

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TÓTH, Enikő, Judit EKLER HESZTERÁNÉ, and László TÓTH. "RESEARCH ON PHYSICAL EDUCATION TRAINEE TEACHERS’ TEACHING ENGAGEMENT." In 12th International Conference of J. Selye University. J. Selye University, Komárno, Slovakia, 2020. http://dx.doi.org/10.36007/3778.2020.135.

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Bezhina, Viktoriya Valerievna, Olga Dmitrievna Podavets, Oksana Valerievna Gerok-Erzhanova, Madina Igazasovna Idrissova, and Olga Vasilievna Lopatina. "Motivation of Trainee Teachers for Social Work in Secondary School: Experimental Research for FL Teacher Trainees in Kazakhstan." In Proceedings of the 2019 International Conference on Pedagogy, Communication and Sociology (ICPCS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpcs-19.2019.83.

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Seymour, Marnie, Alex Woodgate-Jones, and Sharon Witt. "UNDERGRADUATE PRIMARY TRAINEE TEACHERS ‘FACING THEIR FEARS’ IN PRIMARY LANGUAGES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0384.

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N. Tóth, Anikó. "TEACHING OF ARTISTIC RECITATION FOR LANGUAGE AND LITERATURE TRAINEE TEACHERS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0861.

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Aliasghari, Pourya, Moojan Ghafurian, Chrystopher L. Nehaniv, and Kerstin Dautenhahn. "Effect of Domestic Trainee Robots’ Errors on Human Teachers’ Trust." In 2021 30th IEEE International Conference on Robot & Human Interactive Communication (RO-MAN). IEEE, 2021. http://dx.doi.org/10.1109/ro-man50785.2021.9515510.

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Tajudin, Nor'ain Mohd, and Noor Zarinawaty Abd Kadir. "Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers." In PROCEEDINGS OF THE 21ST NATIONAL SYMPOSIUM ON MATHEMATICAL SCIENCES (SKSM21): Germination of Mathematical Sciences Education and Research towards Global Sustainability. AIP Publishing LLC, 2014. http://dx.doi.org/10.1063/1.4887681.

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Iluz, Shira, and Zemira Mevarech. "EMOTIONAL EXPERIENCES LINKED TO LEARNING: THE EMOTIONAL WORLD OF TRAINEE TEACHERS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0497.

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Beighton, Christian, and Alison Blackman. "Pedagogies of Academic Writing in Teacher Education: from Epistemology to Practice and back again." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5082.

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TThis paper discusses barriers to the development of academic writing, in the area of teacher education in UK higher education . We first situate these issues in a higher education context increasingly defined by new technologies and diverse cohorts of higher education students. Drawing on empirical data obtained from interviews with both students and teachers (N=21), we then critically examine a range of perspectives on the definition, role and function of academic literacy in this contemporary context. Findings include useful insights into the development of writing skills and teacher identity, but they also reveal fundamental differences in the epistemological presuppositions of those teaching academic writing. These accounts are reflected in significant differences in pedagogy, and raise important questions for practice which, although potentially irresolvable, may help to explain some of the difficulties which emerge when trying to teach academic writing. Such fundamental issues, we argue, need to be at least recognized if teachers hope to develop the writing capacity of trainee teachers in an academic context.

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Bass, Julian M. "A developmental model of basic ICT skills for pre-service trainee teachers." In 2007 International Conference on Information and Communication Technologies and Development (ICTD). IEEE, 2007. http://dx.doi.org/10.1109/ictd.2007.4937404.

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KÖVECSESNÉ G., Viktória, Anikó MAKKOS, Anikó BENYÁK, and Attila MÉSZÁROS. "OPPORTUNITIES FOR DEVELOPING THE EMOTIONAL INTELLIGENCE OF TRAINEE TEACHERS - EXPERIENCES OF CURRICULUM DEVELOPMENT." In 12th International Conference of J. Selye University. J. Selye University, Komárno, Slovakia, 2020. http://dx.doi.org/10.36007/3730.2020.283.

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Reports on the topic "Trainee teachers"

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.

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The Role of the Speech-Language Pathologist, the Teacher of Singing, and the Speaking Voice Trainer in Voice Habilitation. Rockville, MD: American Speech-Language-Hearing Association, 2005. http://dx.doi.org/10.1044/policy.tr2005-00147.

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