Journal articles: '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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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.

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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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Wastell, C. A., and T. A. Shaw. "Trainee teachers' opinions about suicide." British Journal of Guidance & Counselling 27, no. 4 (November 1999): 555–65. http://dx.doi.org/10.1080/03069889908256290.

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Werbińska, Dorota. "From trainee to teacher. Reflective practice for novice teachers." System 60 (August 2016): 137–38. http://dx.doi.org/10.1016/j.system.2016.05.004.

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Thompson, Shaun, Emma Clarke, Aimee Quickfall, and Jonathan Glazzard. "Averting the Crisis in Trainee Teacher Well-being – Learning Lessons across European Contexts: A Comparative Study." Journal of Comparative & International Higher Education 12, Fall (September 19, 2020): 38–56. http://dx.doi.org/10.32674/jcihe.v12ifall.1439.

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Teacher well-being is frequently high-lighted as a significant contributor to poor retention rates. Whilst there remains a focus on the well-being of serving teachers and pupils, there is a paucity of research directly focusing on the well-being of trainee teachers. This pilot study sought to compare the experiences of trainee teachers from three European countries, in an attempt to identify the resources and challenges faced by teachers during their training. Through the use of interviews and visual approaches, key factors, which appeared to influence trainee teachers’ well-being, were identified. Through shifting the focus of training onto the development of communities of practice, the development of interpersonal skills, and supporting the development of strong relationships, it is hoped that Initial Teacher Training (ITT) programmes in England can draw on some best practice from other European contexts to better support trainee teachers’ well-being.

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Hansson, Per-Olof. "Teaching Practice Online: Challenges in Japan, India and Kenya Under Pandemic." IAFOR Journal of Education 9, no. 2 (April 2, 2021): 77–91. http://dx.doi.org/10.22492/ije.9.2.05.

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The coronavirus pandemic affected the whole world in 2020, with high pressure on the health sector, many deaths, reduced business activity, rising unemployment rates, travel restrictions and social distancing. These developments have had severe consequences for all areas of every society around the globe. This also includes education. In many countries, primary and secondary pupils and university students alike were sent home as schools and universities closed abruptly as part of efforts to control the spread of the virus. As teaching moved online, learners and teachers were unprepared for the new situation, which posed a unique set of challenges. In this context, trainee teachers at a Swedish university were encouraged to support online teaching at schools in Japan, India and Kenya. The purpose of the digital internship was threefold: to continue the trainees’ teaching placements in the absence of opportunities for in-class teaching; to provide an opportunity for trainee teachers to develop their own competence in online teaching; and to assist the foreign schools in the challenging task of delivering online classes. This article aims to investigate the challenges faced by pupils in Japanese, Indian and Kenyan schools and by 27 Swedish trainee teachers during this project. Data collection consisted of interviews, an online questionnaire, lesson observations, assessment forms, and reports given by trainees. The main challenges identified through our findings included internet access in host countries, the use of a teacher-centred approach to learning, and difficulty for trainees to relate to the pupils’ life conditions. However, we conclude that the trainee teachers increased their global awareness through a climate-friendly alternative to the traditional teaching placement abroad.

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Harangus, Katalin, Zsófia-Irén Horváth, and Gabriella Kovács. "A study of trainee teachers’ image of practising teachers and their ICT expectations." World Journal on Educational Technology 8, no. 1 (May 2, 2016): 25. http://dx.doi.org/10.18844/wjet.v8i1.497.

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Digital illiteracy is one of the great challenges of education. In our information society, an adequate level of digital proficiency is an important requirement and teachers’ skills, personality, competence and professional experience are important factors in determining the efficiency of the teaching-learning process. This research has two goals. First, we tried to find out what characteristics a “good” and a “bad” teacher would have based on the trainee teachers’ own experience as secondary school students. We also wanted to know what they think about the social roles of teachers; about the importance of native language in education; what expectations they have regarding the computer skills and competences of secondary school teachers; and what experience they have regarding the use of ICT equipment in the education process. The answers to the open questions about teachers were grouped into four categories: professional expectations, preparedness, teaching skills, personality traits and behaviour. We developed four statistically relevant factors to determine the level of teachers’ computer skills and we used a set of questions containing 10 items to examine the experience of trainee teachers regarding the use of ICT in education. Our study reveals the situation of Hungarian vocational training from Romania, which is a key factor for high-quality teacher training. Keywords: teacher image, computer skills and competences, trainee-teachers

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Tamani, Soumia, Said Abouhanifa, Zahra Amad, Elmostafa Elkhouzai, and Mohamed Radid. "Evaluation of the Qualifying Training of New Teachers of Mathematics: Case of the Training of the CRMEF of Settat-Morocco." Journal of Educational and Social Research 11, no. 5 (September 5, 2021): 189. http://dx.doi.org/10.36941/jesr-2021-0117.

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This research aims to measure the impact of training on the professional qualification of teacher-trainees in all the specifications, behaviors, skills and professional competence corresponding to the practice of the teaching profession by deploying the Kirkpatrick model. To do this, we sent a questionnaire to the mathematics teacher-trainees who benefited from the qualifying training in CRMEF-Settat (Promotion 2019). We, subsequently, conducted an interview with the majority of their trainers. This study allowed us to detect dysfunctions: At the organizational level: Mismatch between the specialty of the diploma obtained by the trainee teachers (physics, chemistry, computer science) and the subject they will be teaching (Mathematics), Lack of an adequate structure at the CRMEF likely to take care of the management and implementation of the MSP (the practical situations) and Insufficient time training. And at the educational level: Insufficient communication between trainers and teacher-trainees, and Lack of support for these teachers in internship places during the MSP period. Received: 19 July 2021 / Accepted: 20 August 2021 / Published: 5 September 2021

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Szyszka, Magdalena, Inna Smirnov, and Regina Benchetrit. "Towards crossing the borders in foreign language teacher training: A report on a pilot phase of the Tandem Learning for Teacher Training project." Pogranicze. Polish Borderlands Studies 6, no. 4 (December 18, 2018): 277–91. http://dx.doi.org/10.25167/ppbs372.

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The aim of the paper is to present the results of a pilot project for foreign language (FL) teacher education, in which trainee teachers’ knowledge and awareness of intercultural and cross-educational similarities and differences between two cooperating institutions from socio-culturally and linguistically distant countries – Israel and Poland – are elicited. The data collected serves as a springboard for designing an international project for FL trainee teachers to be implemented as a part of a teacher training course. In the project the trainee teachers coming from geographically, culturally and linguistically detached backgrounds, Israeli and Polish, are to participate in tandem learning understood as paired sessions of knowledge and experience exchange between FL trainee teachers via online communicators. The pilot phase, therefore, is an initial but indispensable stage evaluating the extent to which trainee teachers are ready to confront and share their educational background, cultural and linguistic knowledge with their peers from a geographically and socio-culturally distant country. A group of fourteen trainee teachers of Opole University participated in the pilot project measuring the participants’ readiness to engage in crossing the aforementioned borders with the help of a closed and open-item questionnaire focusing on the degrees of awareness of a number of aspects, for instance, culture and L1-based differences in approaching FL teaching. The application of the instrument generated quantitative and qualitative data, whose analysis supported the design of the final Tandem Learning Teacher Training (TLTT) program.

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Kiliç, Durmuş. "Changes in Democratic Attitudes of Trainee Teachers Over Time." Social Behavior and Personality: an international journal 38, no. 9 (October 1, 2010): 1211–18. http://dx.doi.org/10.2224/sbp.2010.38.9.1211.

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The purpose in this study was to investigate the democratic attitudes of prospective teachers in line with certain variables. The study was carried out with 233 randomly selected teacher trainees during the 2005-2006 academic year. A democratic attitude scale was applied to student teachers while they were freshmen in 2002 and seniors in 2005. Results showed that democratic attitudes of the student teachers did not change over time.

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López-Larrosa, Silvia, Andrew Richards, Sabrina Ayleen Morao Rodríguez, and Laura Gómez Soriano. "Teachers and trainee teachers’ beliefs about family-school relationships." Aula Abierta 48, no. 1 (February 1, 2019): 59. http://dx.doi.org/10.17811/rifie.48.1.2019.59-66.

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Riddick, Barbara. "Experiences of teachers and trainee teachers who are dyslexic." International Journal of Inclusive Education 7, no. 4 (December 2003): 389–402. http://dx.doi.org/10.1080/1360311032000110945.

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González, Hugo González. "Competences for Employability Among Trainee Teachers." Procedia - Social and Behavioral Sciences 139 (August 2014): 268–72. http://dx.doi.org/10.1016/j.sbspro.2014.08.073.

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Drüge, Marie, Karin Schleider, and Anne-Sophie Rosati. "Bullying and Harassment of Trainee Teachers." Procedia - Social and Behavioral Sciences 228 (July 2016): 118–22. http://dx.doi.org/10.1016/j.sbspro.2016.07.018.

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Torkar, Gregor, and Barbara Bajd. "Trainee teachers' ideas about endangered birds." Journal of Biological Education 41, no. 1 (December 2006): 5–8. http://dx.doi.org/10.1080/00219266.2006.9656049.

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Wood, Sharon. "The Trainee Teacher Support System: an expert system for advising trainee teachers on their classroom practice." Expert Systems 5, no. 4 (November 1988): 282–89. http://dx.doi.org/10.1111/j.1468-0394.1988.tb00348.x.

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Kniaz, Hanna, and Olena Chukhno. "English Trainee Teachers’ Perspective on Soft Skills Development in Ukraine." Arab World English Journal 7, no. 1 (July 15, 2021): 299–313. http://dx.doi.org/10.24093/awej/call7.21.

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The integration of soft skills in training pre-service teachers ensures higher academic performance and provides them with better career opportunities. However, many university teachers pay insufficient attention to developing soft skills in higher education. The article aims to investigate the correlation between the soft skills included in professional teacher training and undergraduates’ viewpoint on soft skills development at university. The authors formulated three research questions: (a) How do English trainee teachers assess their soft skills? (b) How much attention, in students’ opinion, do teachers pay to developing soft skills? (c) Is there a gap between teachers’ work on developing students’ soft skills and trainee teachers’ expectations? To answer these questions, the researchers analized the empirical data received through a questionnaire. The questionnaire was completed by 153 English trainee teachers studying at H.S. Skovoroda Kharkiv National Pedagogical University, Ukraine. The respondents answered two close-ended questions regarding the level of soft skills they believe to possess and the amount of time devoted to soft skills development. The findings suggest that most students consider the level of their soft skills intermediate or high. Nevertheless, a significant number of the respondents still feel that teachers pay insufficient or hardly any attention to improving these skills. It is necessary to conduct further research to analyze university teachers’ viewpoint on improving students’ soft skills and organize the development of soft skills which would meet trainee teachers’ expectations.

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Odundo, Paul Amollo, Lucas Othuon, and Ganira Khavugwi Lillian. "Assessors, School Support and Teaching Practice at the University of Nairobi Kenya: Addressing Teacher Professional Competence." World Journal of Educational Research 4, no. 3 (August 14, 2017): 430. http://dx.doi.org/10.22158/wjer.v4n3p430.

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Supporting and mentoring teacher trainee competence during teaching practice forms an indispensable part of professional and personal development. A positive interaction between university assessors, secondary school principals, collaborating teachers, and regular teachers plays a vital role in fostering professional competence among teacher trainees. Consistent with professional development is that knowledge and learning is entrenched in social contexts and experiences promoted though interaction with significant others. The nature of support provided during teaching practice enhances sustained class management, improved professional development, activity based learning and learner achievement. On the other hand, inadequate support may turn teaching practice into a stressful disempowering and unproductive exercise for teacher trainees. The purpose of this study is to examine university assessors and school support in teacher trainee development at University of Nairobi. The study adopted a descriptive survey design with a population of 68 student teachers on teaching practice randomly sampled from 17 Counties. Data was collected through questionnaires for teacher trainees. Data analysis involved application of descriptive and inferential statistics, and presented using tables and graphs. Analysis yielded three themes, unsupportive relations, moderately supportive, and very supportive. The results indicated considerable support during teaching practice where “very supportive” scored the highest percentages. The study recommends development of practical and consistent policies and infrastructure that provides coordinated support for teacher trainees.

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Chua, May. "Special library in teacher training and information literacy." New Library World 115, no. 3/4 (March 4, 2014): 175–78. http://dx.doi.org/10.1108/nlw-03-2014-0024.

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Purpose – This paper aims to examine the underemphasized importance of libraries in cultivating information literacy habits in teacher trainees that in turn generate the multiplier effects of inculcating positive habits of information literacy of children in schools. Design/methodology/approach – By using Singapore's National Institute of Education (NIE) Library as a case study, this paper provides an overview of its institutional and cultural dynamics that create a favorable environment to cultivate information literacy in trainee teachers. Findings – NIE Library's unique embeddedness in the public education system and education research system allows it to provide world-class information literacy support for teacher trainees. Originality/value – Provides a description of how special libraries are vital in supporting a nation-wide effort in information literacy through the support of teacher trainee and education researchers.

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Oğuz, Aytunga. "INVESTIGATION OF TURKISH TRAINEE TEACHERS' EPISTEMOLOGICAL BELIEFS." Social Behavior and Personality: an international journal 36, no. 5 (January 1, 2008): 709–20. http://dx.doi.org/10.2224/sbp.2008.36.5.709.

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The aim of this study was to determine Turkish trainee teachers' epistemological beliefs and to examine them with respect to some variables. The study group was composed of 331 Turkish trainee teachers studying at Dumupınar University Education Faculty. Data were collected using the Turkish version of the Epistemological Beliefs Questionnaire (Deryakulu & Büyüköztürk, 2002, 2005; Schommer, 1990). It was found that trainee teachers' beliefs that learning depends on effort rather than ability were sophisticated compared to their other beliefs; while the belief that there is only one unchanging truth was naïve compared to their other beliefs. Turkish trainee teachers' epistemological beliefs differed significantly in terms of gender. That is, female students believed more than did males that learning depends on effort rather than ability.

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Amolloh, Odundo P., Ganira K. Lilian, and Kinyua G. Wanjiru. "Experiential Learning, Conditional Knowledge and Professional Development at University of Nairobi, Kenya—Focusing on Preparedness for Teaching Practice." International Education Studies 11, no. 7 (June 28, 2018): 125. http://dx.doi.org/10.5539/ies.v11n7p125.

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Experiential learning requires teacher educators to equip trainee teachers with opportunities for effective preparedness in teaching and professional subjects, co-curricular activities and in micro-teaching vital for professional development. The experiential learning opportunities, conditional knowledge, preparedness and performance during teaching practice provide basis for predicting professional competence and success for effective teaching. Conditional knowledge entails application of critical thinking and problem solving skills that demonstrate mastery of theoretical knowledge and professional practice across, content, knowledge, skills and insights. This type of knowledge and skills are developed through experiential learning coupled with effective preparedness for real-class instructional management. However, inadequate preparation in educational courses coupled with improper supervision and feedback impede effective professional development in most universities. The study explored effectiveness of experiential learning and conditional knowledge in trainee teacher preparedness for teaching practice at the University of Nairobi. Experiential Learning Theory formed the framework for this study. A descriptive survey research design was adopted with a population of 78 trainee teachers selected using simple random sampling. Data were gathered through a questionnaire. Finding showed that trainee teachers are adequately prepared for teaching practice. The study recommends proper orientation for trainee teachers to be carried out with effective preparedness that aligns theory to practice.

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Azmi, Nurfatin Hayati, and Zarima Mohd Zakaria. "GAMIFICATION AMONG OF UPSI TRAINING TEACHER DURING TEACHING PRACTICE IN SCHOOL." International Journal of Modern Education 2, no. 4 (March 15, 2020): 56–67. http://dx.doi.org/10.35631/ijmoe.24005.

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Gamification is a teaching and learning process that uses elements of the game both inside and outside the classroom. This review discusses a study focusing on three main objectives: 1) identify the teachers' knowledge of gamification during teaching practice. 2) identify the preparation made by the training teacher and finally, identify the effects of this gamification activity during teaching practice. This review used 84 respondents as a sample of the final year students, Arabic Language, and Education Program (AT49) at the Sultan Idris University of Education. This review used questionnaires and interviews to obtain information from respondents. This review used purposive sampling as the selection of respondents. In addition, the researcher used SPSS version 23 to analyze the questionnaire while for the interviews, using the thematic analysis method to analyze the information and data obtained. This review found that trainee teachers' knowledge of gamification consists of high knowledge, creative knowledge, critical knowledge, technology knowledge, and cooperative knowledge. However, trainee teachers also find that the gamification method has a positive effect as it helps the teacher in implementing student assessment and facilitates the teacher's delivery of classroom instruction. The teacher trainee also believes that the suggestion to use the gamification method during teaching practice is appropriate because it attracts students to learning, in line with student aspirations in the Malaysian Education Development Plan (PPPM).

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Balmer, Denise. "The value of short Earth science continuing professional development for trainee primary school teachers." Geoscience Communication 4, no. 1 (February 10, 2021): 33–41. http://dx.doi.org/10.5194/gc-4-33-2021.

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Abstract. The paper investigates the potential of Earth science for the development of primary school science. The evaluation from workshops run by the Earth Science Education Unit for trainee primary teachers was appraised to assess the effectiveness of the short continuing professional development (CPD) programmes over the period 2009–2015. Trainee teacher comments are analysed using thematic analysis, which identified points recognised by Guskey (2000) as being the most important ideas for effective CPD programmes. Despite these workshops being short, lasting generally less than 2 h each, the conclusion reached was that they offered useful teaching ideas, resources and background information which the trainees could and would apply in the classroom.

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Sarkawi, Suhana, Shanina Sharatol Ahmad Shah, Fatiha Senom, and Azmawaty Mohamad Nor. "TEACHER TRAINEES’ JOURNEY TO DEVELOP LEARNER AUTONOMY." Journal of Nusantara Studies (JONUS) 4, no. 2 (December 18, 2019): 282–301. http://dx.doi.org/10.24200/jonus.vol4iss2pp282-301.

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This study concerns the degree of autonomy in English Language Learning (ELL) amongst the ESL (English as a Second Language) teacher trainees in Sarawak. This is part of a larger study which aims to investigate the relationship between ESL teacher trainees’ self-rating in ELL and their degree of autonomy based on their perceived ELL. The Pedagogy-Andragogy-Heutagogy Continuum Framework is used to guide the study. Data were collected from questionnaire distributed to 259 ESL trainee teachers from four IPG (Teacher Training Institute) campuses in Sarawak. The data were analysed through descriptive analysis and correlation tests using SPSS version 22. The results revealed that the degree of autonomy of the ESL teacher trainees in ELL is high with significant but weak relationship between their self-rating with ELL and their degree of autonomy. This study adds to the limited data on the learner autonomy of ESL teacher trainees which should be addressed in the Malaysian Education Blueprint. We recommend that future education policy gives more attention in developing teacher trainees’ learner autonomy in order to ensure the alignment between second language teacher training and the development of 21st century learner skills as stated in the Malaysian Education Blueprint. Keywords: ESL trainee teachers, learner autonomy, Malaysian education blueprint, second language teacher education, 21st century learner skills Cite as: Sarkawi, S., Sharatol Ahmad Shah, S., Senom, F., & Mohamad Nor, A. (2019). Teacher trainees’ journey to develop learner autonomy. Journal of Nusantara Studies, 4(2), 282-301. http://dx.doi.org/10.24200/jonus.vol4iss2pp282-301

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Gallego Ortega, José Luis, and Antonio Rodríguez Fuentes. "Communication Skills Training in Trainee Primary School Teachers in Spain." Journal of Teacher Education for Sustainability 17, no. 1 (June 1, 2015): 86–98. http://dx.doi.org/10.1515/jtes-2015-0007.

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Abstract Research on teacher training often focuses on learners’ perceptions of that training. The focus of this paper, which uses a research-to-practice approach, is instead on the views of the trainers. It evaluates the perceptions of university lecturers teaching classes as part of primary teachers’ training degrees and assesses their views of the communication skills developed by their students to be used in their future careers. The study uses a 17-item ad-hoc questionnaire, completed by 152 lecturers from the University of Granada. Descriptive and inferential analyses are then carried out on the data collected using SPSS. The analysis results show how important lecturers believe it is for trainee teachers to develop communication skills, which they often lack. Although lecturers believe communication skills are very important, they also think that they are not developed as much as they should be in their classes, so trainee teachers cannot communicate as effectively as they should.

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Elaine Eaton, Sarah. "From Trainee to Teacher: Reflective Practice for Novice Teachers (Farell, 2016)." TESL Canada Journal 33, no. 2 (December 7, 2016): 85. http://dx.doi.org/10.18806/tesl.v33i2.1240.

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Whewell, Emma, Anna Cox, and Kerstin Theinert. "Sharing Practice in an International Context – a Critique of the Beneﬁts of International Exchanges for Trainee Teachers." Eastern European Journal of Transnational Relations 4, no. 1 (2020): 33–48. http://dx.doi.org/10.15290/eejtr.2020.04.01.02.

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This reﬂective article is based on the experiences of two years of teacher training students from the University of Northampton and the Pedagogical University of Weingarten. This article looks more closely at the beneﬁts that international exchange experiences have afforded the trainee teachers involved and how challenges to the process have been addressed. This reﬂection reveals the value of international exchanges in challenging perceptions and assumptions and how the thinking of the trainee teachers changed following the exchange. This study employs a qualitative approach drawing upon the reﬂections and experiences of the participants through written and spoken data. The ﬁndings reveal trainee teachers developed skills speciﬁc to teaching and in particular teaching languages, and they also demonstrated an increased awareness of non teaching speciﬁc skills such as problem solving and intercultural sensitivity. The reﬂections offer insight into how trainee teachers, use, interpret and subsequently act upon the experiences offered in an international exchange.

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Othman, Nurul ‘Ain, Maslawati Mohamad, Harieza Hussin, and Nor Azilawati Mat Isa. "Fieldwork: What Do TESL Trainee Teachers Benefit?" Creative Education 07, no. 11 (2016): 1676–86. http://dx.doi.org/10.4236/ce.2016.711170.

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Laxton, Debra. "Trainee teachers really can be change agents." Early Years Educator 19, no. 8 (December 2, 2017): 18–20. http://dx.doi.org/10.12968/eyed.2017.19.8.18.

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Cooper, William, and Carole Mindham. "The Best of Health Tackles Trainee Teachers." Health Education 94, no. 3 (August 1994): 30–32. http://dx.doi.org/10.1108/09654289410055958.

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Alkis, Secil. "Turkish geography trainee teachers' perceptions of geography." International Research in Geographical and Environmental Education 18, no. 2 (June 16, 2009): 120–33. http://dx.doi.org/10.1080/10382040902861213.

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Morley, Emma. "English primary trainee teachers’ perceptions of geography." International Research in Geographical and Environmental Education 21, no. 2 (May 2012): 123–37. http://dx.doi.org/10.1080/10382046.2012.672678.

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Pino Juste, Margarita, Águeda Gutiérrez Sánchez, and Mirian Alvariñas. "Trainee teachers' habits of healthy physical activity." Journal of Human Sport and Exercise 8, no. 2 (2013): 458–68. http://dx.doi.org/10.4100/jhse.2012.82.12.

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Burgess, Hilary, and Ann Shelton Mayes. "Tutoring primary trainee teachers through E-conferencing." Mentoring & Tutoring: Partnership in Learning 11, no. 3 (December 2003): 285–305. http://dx.doi.org/10.1080/1361126032000138337.

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Silver, Rita Elaine. "Trainee teachers' understanding of content/language connections." Language Teaching Research 12, no. 1 (January 2008): 105–23. http://dx.doi.org/10.1177/1362168807084498.

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Adamczyk, Peter, and Mike Willson. "Using concept maps with trainee physics teachers." Physics Education 31, no. 6 (November 1996): 374–81. http://dx.doi.org/10.1088/0031-9120/31/6/018.

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Yot-Domínguez, Carmen, María Dolores Guzmán Franco, and Ana Duarte Hueros. "Trainee Teachers’ Perceptions on Cyberbullying in Educational Contexts." Social Sciences 8, no. 1 (January 11, 2019): 21. http://dx.doi.org/10.3390/socsci8010021.

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This paper analyzes the perceptions of teachers in training regarding cyberbullying in schools. The objectives of the study were: to ascertain their perceptions regarding their concern and their commitment to cyberbullying, their agreement with the measures to address it in educational contexts, as well as the assessment of their capabilities to act and the training they have received and they would like to receive; to determine if the perceptions differ according to gender, age and degree pursued and if there are relationships between the perceptions; and, to define pre-service teachers’ profiles based on perceptions. With a survey research design, 408 students from different undergraduate and graduate education-related degree programs at Spanish public universities participated. Findings highlight the coexistence of three different teacher in training profiles. All profiles exhibit a high level of concern and recognize cyberbullying as a problem. They strongly agree with all the proposed prevention and management measures. Two of the three profiles perceive themselves as highly confident and willing to respond. On the contrary, participants in the third profile do not feel confident enough to act and consider their training insufficient, coinciding with the second profile. The need to approach this issue in the initial training of future education professionals is a main conclusion.

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Warwick, Jane, Paul Warwick, and Bev Hopper. "Primary teacher trainee perspectives on a male-only support group: moving male trainee teachers beyond the ‘freak show’." Teacher Development 16, no. 1 (February 2012): 55–76. http://dx.doi.org/10.1080/13664530.2012.669602.

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Sainz, Vanesa, Marta González-Sánchez, and Cristina Ruiz-Alberdi. "Knowledge of Child Abuse among Trainee Teachers and Teachers in Service in Spain." Sustainability 12, no. 19 (September 29, 2020): 8040. http://dx.doi.org/10.3390/su12198040.

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The role that schools play in the detection of and intervention into child abuse is fundamental. This study investigates and compares knowledge of child abuse among trainee teachers and in-service teachers in Spain. To this end, a total of 224 teachers (144 teachers in training and 80 teachers in service) working in Early Childhood Education and Primary Education participated in this study, using self-developed scales (Scale of knowledge of child abuse, Scale of action against child abuse, Scale of aspects for improvement in child abuse). The results indicate that there are no significant differences between trainees and teachers in the previous training and in the level of knowledge and action in relation to child abuse. However, significant differences were found in the cases detected and intervened in, with a greater number of teachers in service having detected and acted on cases of child abuse. In regard to the interest in improving the way that child abuse is dealt with, teachers in training obtained a higher average score. In conclusion, we note that the relationship between knowledge about child abuse, action taken and the aspects for improvement is significant and positive, so if a teacher has more knowledge about child abuse, he or she will also know how to act better and will have greater interest in implementing improvement measures.

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Ducrey Monnier, Mylene. "Developing the skills of future teachers to fine-tune pupils’ learning through lesson studies." International Journal for Lesson and Learning Studies 5, no. 3 (July 11, 2016): 239–54. http://dx.doi.org/10.1108/ijlls-12-2015-0046.

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Purpose – The purpose of this paper is to present an adaptation of the lesson study (LS) approach to the training of future generalist teachers. It aims to improve their interactions with pupils when fine-tuning their learning process. The reiteration of study cycles enables a critical analysis of trainee teacher’s interventions in the light of pupils’ responses and work. It thus allows students to improve their interventions by employing new theoretical contributions, for instance, about the management of both uncertainty and didactic heterogeneity which are two fundamental concepts in the relationship between teaching and learning. Design/methodology/approach – The training portfolios handed in by students at the end of the semester include the transcripts of the records of all teacher-pupil interactions for five LS cycles with the corresponding work of pupils. These portfolios conserve traces of the learning process from the first to the last interventions of the trainee teachers with their pupils. The portfolios analyzed for this paper deal with the teaching of mental arithmetic at elementary school. Findings – The analysis aims to pinpoint transformations enacted by trainee teachers in how they intervene with pupils and how their actions incorporate new theoretical contributions. Practical implications – This analysis shows that LS, as a training approach, can facilitate the articulation of theory and practice and enable teachers to experience the effects of improved teaching on pupils’ learning. In terms of training, it makes it possible to understand how theoretical choices take on meaning in the improved practices of trainee teachers. Originality/value – The interest of this contribution lies in the presentation of successive transcripts obtained during an LS approach and in the description of levers that such an approach provides for teaching training.

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Capel, Susan, Sophy Bassett, Julia Lawrence, Angela Newton, and Paula Zwozdiak-Myers. "How trainee physical education teachers in England write, use and evaluate lesson plans." European Physical Education Review 25, no. 4 (July 19, 2018): 964–82. http://dx.doi.org/10.1177/1356336x18785053.

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Traditionally, all physical education initial teacher training (PEITT) courses in England, and in many other countries, require trainee teachers to complete detailed lesson plans for each lesson they teach in their school-based practicum and then to evaluate those lessons. However, there has been a limited amount of research on lesson planning in PEITT generally or in England specifically. The purpose of this study therefore was to gain an initial insight into how trainee physical education teachers write, use and evaluate lesson plans. Two-hundred-and-eighty-nine physical education trainees in England completed a questionnaire about lesson planning after finishing a block school-based practicum. Frequencies and percentages were calculated for the limited-choice questions on the questionnaires and open-ended questions were analysed using thematic analysis. Results showed mixed responses, with no one method followed by all trainees. Some trainees stated they planned and/or evaluated lessons as taught. Some stated they completed the plan and/or evaluation proforma to ‘tick a box’. The highest percentage of trainees stated it took between half an hour and one-and-a-half hours to plan each lesson. Although most trainees stated they found the plan useful in the lesson, others stated they found it too detailed to use. Some stated they did not deviate from the plan in the lesson, whereas others adapted the plan. The majority of trainees stated that evaluation enabled them to see if objectives had been achieved. Results are discussed in relation to teaching trainees how to plan lessons in PEITT in England.

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Novotová, Jitka, and Magda Nišponská. "Self-assessment and Assessment of Professional Competencies of Trainee Teachers During the Block Teaching Practice." Lifelong Learning 7, no. 1 (2017): 54–73. http://dx.doi.org/10.11118/lifele2017070154.

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The empirical study presents a question of how to assess professional training of trainee teachers and introduces the approach based on competency model. Based on the modification of the Teacher competencies framework (Rámec profesních kvalit učitele, Tomková et al., 2012) used in the lifelong training of the teachers an evaluation tool was created that contained 5 multi-dimensional competencies elaborated into 34 sub-items. This tool was used in the research of self-assessment of the development of professional competencies of trainee teachers and their assessment by supervising teachers during the block teaching practice. The research sample consisted of 74 students of lower secondary and secondary school teaching programmes and also 74 supervising teachers were involved. The results revealed that the assessment of the students by the supervising teachers is significantly more positive compared to the self-assessment of the students. Further, it was found out that the best and the worst evaluated sub-competencies by the students and teachers correspond. The best evaluated were competencies related to reflexion and creation of teaching environment, the worst evaluated were competencies related to the evaluation of the pupils’ work. Authors discuss what do these results imply for the frame of undergraduate teacher training and they indicate possibilities how to comprehensively implement the evaluation tool and competency model in the teacher training.

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Journal articles on the topic 'Trainee teachers'

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