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Journal articles on the topic 'Pre-service training teachers'
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OZUDOGRU, Melike. "The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms." Eurasian Journal of Educational Research 20, no. 87 (May 30, 2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.8.
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Skela, Janez. "Training Pre-Service Language Teachers." ELOPE: English Language Overseas Perspectives and Enquiries 1, no. 1-2 (December 31, 2004): 157–70. http://dx.doi.org/10.4312/elope.1.1-2.157-170.
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This article considers some ways of tackling input in pre-service teacher training. First, it highlights the context and structure of a pre-service course currently provided by the Faculty of Arts, University of Ljubljana, Slovenia. Then it goes on to describe the process of designing a syllabus for the course capitalizing on its methodology component which draws on a wide range of current reflection-oriented models and approaches to teacher training. From these models, a teacher-training activities ‘generator’ is derived, which allows for the formation of many teacher-training procedures. It is argued that such methodology, besides giving trainees the opportunity to examine their attitudes, beliefs and assumptions, also echoes classroom practice.
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Koch, Anne, Misook Heo, and Joseph C. Kush. "Technology Integration into Pre-service Teacher Training." International Journal of Information and Communication Technology Education 8, no. 1 (January 2012): 1–14. http://dx.doi.org/10.4018/jicte.2012010101.
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This study evaluated the perceptions of pre-service teachers in their ability to integrate technology into a learning environment based on coursework and student teaching experiences. Pre-service teachers were surveyed using the 2008 ISTE/NETS*T standards as a framework. Results were collected across four academic years at a university that has identified technology as an underlying theme. Conclusions from the study provide an insight into technology savvy characteristics of pre-service teachers. Results also show that technology modeling and program design within a teacher education program can have a significant impact on pre-service teachers, thus improving their perceptions about their ability to integrate technology.
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Esen Aygün, Hanife. "The prediction of the teaching readiness level of prospective teachers in terms of curriculum literacy." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 9, no. 2 (December 26, 2019): 203–20. http://dx.doi.org/10.31704/ijocis.2019.004.
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Curriculum literacy is in the forefront to increase the professional competence of teachers. Based on this, the study focuses on the extent of pre-service teachers’ curriculum literacy level on their teacher readiness. The study is designed in a predictive correlation model. Thus, it is focused on whether pre-service teachers’ curriculum literacy is a meaningful predictor of the level of readiness for the teaching profession or not. 708 pre-service teachers participated in the research who studies in Primary Teacher Training, Pre-school Teacher Training, Turkish Teacher Training, English Teacher Training, Psychological Counselling and Guidance Training, Computer Teaching and Technology Education Training and Science Teacher Training Department. The findings indicate that the pre-service teacher curriculum literacy and readiness for teaching profession are at the level of “Agree”. Finally, it is shown that pre-service teachers’ curriculum literacy level predicts their teacher readiness level for teaching profession.
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Esen Aygün, Hanife. "The prediction of the teaching readiness level of prospective teachers in terms of curriculum literacy." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 9, no. 2 (December 26, 2019): 203–20. http://dx.doi.org/10.31704/ijocis.2019.009.
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Curriculum literacy is in the forefront to increase the professional competence of teachers. Based on this, the study focuses on the extent of pre-service teachers’ curriculum literacy level on their teacher readiness. The study is designed in a predictive correlation model. Thus, it is focused on whether pre-service teachers’ curriculum literacy is a meaningful predictor of the level of readiness for the teaching profession or not. 708 pre-service teachers participated in the research who studies in Primary Teacher Training, Pre-school Teacher Training, Turkish Teacher Training, English Teacher Training, Psychological Counselling and Guidance Training, Computer Teaching and Technology Education Training and Science Teacher Training Department. The findings indicate that the pre-service teacher curriculum literacy and readiness for teaching profession are at the level of “Agree”. Finally, it is shown that pre-service teachers’ curriculum literacy level predicts their teacher readiness level for teaching profession.
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Wu, Hsiao-ping, and Myriam Jimena Guerra. "Examination of Pre-service Teacher’s Training through Tutoring Approach." Journal of Education and Training Studies 5, no. 2 (January 17, 2017): 1. http://dx.doi.org/10.11114/jets.v5i2.2082.
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Pre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of tutoring approach on pre-service teachers’ skills to work with English language learners through a qualitative research design. Content analysis was used at the thematic level on student journals written to accompany the semester-long experience of tutoring. Thirty pre-service teachers participated and data was collected from 300 written journal reflections for two semesters. Overall, the pre-service teachers gained an understanding of challenges of working ELLs and other positive impacts through tutoring. The findings suggest that pre-service teachers have perceived value of the use of tutoring approach in the teacher preparation program, use of strategies during field-based experiences, instructional realizations, cultural sensitivity, and professionalism. This paper concluded by discussing the need for teacher education program to assist pre-service teachers to assimilate pedagogies and apply through a tutoring approach.
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Alahmad, Abdalhamid, Tatjana Stamenkovska, and János Gyori. "Preparing Pre-service Teachers for 21st Century Skills Education." GiLE Journal of Skills Development 1, no. 1 (March 9, 2021): 67–86. http://dx.doi.org/10.52398/gjsd.2021.v1.i1.pp67-86.
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This study examines the efficiency of a model aimed at teaching 21st century skills to preservice teachers at Damascus university. Two fundamental aspects were explored, firstly, promoting the teaching of 21st century skills; and, secondly, incorporating 21st century skills in the educators’ pedagogical training. Quantitative data was collected from 106 student teachers, and 34 teacher educators through two survey questionnaires. Results from the teacher educator’s survey data showed that the model to promote all 21st century skills in student teachers was efficient. The student teachers felt that the pedagogical training of this model was efficient in terms of promoting cognitive skills, but only average when considering information literacy and problem-solving skills and performed poorly in fostering communication skills. Thus, even though the model is efficient in promoting 21st century skills for future teachers, it lacks a training framework that places equal emphasis on applying the skills during teacher training.
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Ferizat, Mizambayeva, and Baimyrzayev Kuat. "The effectiveness of interactive teaching methods in the professional training of pre-service geography teachers." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1976–96. http://dx.doi.org/10.18844/cjes.v16i4.6066.
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The pre-service training of competent geography teachers requires searching for effective teaching methods to increase their professional competence. The study aims to determine the effectiveness of interactive teaching methods for teaching geography during the pre-service teacher training. The ideas of transactional analysis and interactionism underlay the interactive teacher training of 260 students from Kazakh universities. The survey revealed interactive teaching methods positively influence the readiness of pre-service teachers to enhance their professional competence. This research confirms the importance of using interactive teaching methods to promote students’ engagement and cooperation during the pre-service teacher training.
Keywords: pre-service teacher training; professional competence; pre-service geography teacher; interactive teaching methods; methods for teaching geography;
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Tachaiyaphum, Nutthida, and Apisak Sukying. "EFL Pre-Service Teachers’ Perceptions of CLIL." Asian Education Studies 2, no. 4 (November 3, 2017): 44. http://dx.doi.org/10.20849/aes.v2i4.283.
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This study aims to investigate EFL pre-service teachers’ perceptions of CLIL concerning what CLIL is, what CLIL provides, what CLIL requires, who should implement CLIL, and where CLIL teachers should be trained. The participants were EFL pre-service teachers studying in the faculty of education, Mahasarakham University, Thailand. Questionnaires were used to collect the data after the introduction of CLIL. The findings revealed that most of the participants knew the notion of CLIL as they had taken the teacher training course. The majority of the participants viewed that CLIL provided the opportunities to integrate language into the content subjects. They believed that CLIL helps students develop both language skills and subject knowledge. However, it was revealed that the difficulties in CLIL implementation concerned content, a combination of culture to the lesson, and language (communication). The factors causing the difficulties were mainly related to teachers’ lack of content knowledge, students’ low English proficiency, and the difficult content interrelated to the technical vocabulary. Another factor directly related to CLIL was 4Cs integration into the lessons. It can be seen that although the EFL pre-service teachers have taken the CLIL training course, they still find CLIL difficult to apply and cannot make CLIL classes effective. The factors can be a guide to develop the CLIL training in order to produce qualified CLIL teachers. Content subject and language training, principles of 4Cs and of CLIL, as well as how to apply to the lessons should be highly emphasized in the training course.
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Lopes, Amélia, and Rafael Tormenta. "Pre-Service Teacher Training, Primary Teachers’ Identities and School Work." Literacy Information and Computer Education Journal 1, no. 1 (March 1, 2010): 52–58. http://dx.doi.org/10.20533/licej.2040.2589.2010.0008.
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Damnet, Anamai. "Enhancing Pre-Service EFL Teachers’ Teaching Skill through Teacher Training: A Case Study of a University in Thailand." Advances in Language and Literary Studies 12, no. 3 (June 30, 2021): 1. http://dx.doi.org/10.7575/aiac.alls.v.12n.3.p.1.
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EFL teacher training for pre-service teachers plays a vital role in second language teacher education (SLTE). In Thailand, pre-service EFL teacher training benefits in helping student-teachers gain confidence before going to their practicum. This study investigates the effects of the pre-service EFL teacher training in a university in Thailand. The pre-service teachers’ perceptions towards the EFL training were also examined. Participants were 30 pre-service teachers currently studying in English Learning Management Program in the university at the research site. Research method applied training program evaluation (Owen & Rogers, 1999), and a 24-hour EFL training program was implemented. An experienced trainer in EFL was invited to provide the EFL training during the whole training course. Data collection gained was from: 1) an evaluation form, 2) a questionnaire, and 3) a student reflection sheet. Data analysis employed percentage, means, and S.D. for quantitative whereas grounded theory (Strauss & Corbin, 1999) was applied for qualitative data. Three major findings revealed that: 1) the effects of the pre-service EFL teacher training was very high; 2) the participants showed changes in all areas of EFL knowledge and experience provided after the training; and 3) the participants viewed five factors which included training contents, knowledge and experience, training activities, training process, and the trainer that affected the training. However, the findings indicated that the critical problem of the study was time limitation of the training course. This study has shed light on the significant role of EFL training for pre-service EFL teachers before their practicum as the findings showed positive change in their motivation and attitude for their teaching practice.
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Gadušová, Zdenka, and L’ubica Predanocyová. "Competence of planning educational process in pre-service teacher training." Nauki o Wychowaniu. Studia Interdyscyplinarne 6, no. 1 (June 30, 2018): 161–79. http://dx.doi.org/10.18778/2450-4491.06.13.
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Currently, the Slovak system of education requires an increase in its quality, which is influenced by quality of teacher training. Pre-service education of teachers must respond to current requirements concerning their professional competences. Management and planning of education are one of the fundamental teaching skills for teacher’s successful integration in school. The issue is a part of a research project Assessmentof Teacher’s Competences (APVV-14-0446). Planning is an initial activity and a part of the management of educational work. It is a complicated process that a teacher implements at several levels. The paper focuses on the analysis of the nature and components of the competence to plan the teaching process. It presents the results of empirical research carried out with students at the master’s level of their studies at the Faculty of Arts, Constantine the Philosopher University in Nitra. The need for high-quality pre-service education of teachers requires strengthening their educational needs at the cognitive level. The theoretical aspect and knowledge of the nature and importance of the analyzed competence requires a direct link with practical training of students. The formation and development of future teacher’s professionalism assumes development of their teaching skills which are supported by various modules of teaching experience during their University studies. In the context of developing the competence to plan the teaching process, the ability to create a model lesson is considered to be the basic teaching skill based on the ability of the relevant choice of subject matter, teaching and learning activities to ensure achievement of the set goals by students.
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Nor Pazilah, Fetylyana, Harwati Hashim, and Melor Md Yunus. "Service-learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences." Arab World English Journal 12, no. 2 (June 15, 2021): 377–98. http://dx.doi.org/10.24093/awej/vol12no2.26.
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As the world we live in has become more digitalized, challenges are occurring left and right, especially in the education field. In gaining quality teachers, there is a need to train future educators to have the ability to adapt to the ever-changing technology and global changes. However, pre-service teachers often seem unprepared and unable to adapt to changes. Hence, implementing service-learning in the teacher training program is vital as it provides the opportunity to engage and experience 21st-century real classroom lessons. Service-learning has also been proven to be an effective approach in training pre-service teachers. This paper aims to investigate the perceptions of pre-service teachers toward service-learning in terms of authentic learning experiences. It highlights how the implementation of service-learning approach in learning to teach writing in a second language context facilitates pre-service teachers in terms of authentic experience. A qualitative method was conducted to investigate the authentic learning experiences among 54 pre-service teachers in a public university in Malaysia. Data were collected through open-ended questions. Based on this study, the findings showed that the pre-service teachers could experience the real-life environment of teaching and learning and applying educational theories learned. They were also able to obtain hands-on experience in interacting with the students and marking their sample essays. It is hoped that future teachers and educational organizations can benefit from understanding the benefits of service-learning in teacher training programs. Future researchers could investigate the challenges of service-learning in teacher training programs.
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Putra, Muhammad Iqbal Ripo, and Citra Iswara. "PRE-SERVICE TEACHERS’ PERCEPTION OF LEARNER AUTONOMY." Scope : Journal of English Language Teaching 3, no. 2 (August 10, 2019): 132. http://dx.doi.org/10.30998/scope.v3i2.3064.
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<p>Pre-service teachers’ limited understanding toward learner autonomy affects how they develop their own and their students’ autonomy. Therefore, this study aimed to reveal: (1) the pre-service teachers’ perception on the role of the teachers and students in learner autonomy; (2) the pre-service teachers’ activity on their own learner autonomy as a learner in teacher training school. 25 respondents were surveyed to acquire their perception. It was found that the pre-service teachers assumed that the teachers should hold the dominant role and be responsible to the learning results. Not only to that, the pre-service teachers still focused on exam-oriented activity; learning only from material given by the teacher in order to pass the exam. Due to that perception, their autonomous learning did not properly develop, as they prefer teacher-centered method. To deal with these findings, the pre-service teachers should not orientate on passing the exam, but rather on the progress as learning is a process not only the result.</p><p>Keywords: Learner Autonomy, Pre-Service Teachers, Perception</p>
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Ramirez, Iris April L. "Pre-Service Teachers’ Perceived Level of Teaching Skills." Journal of Education in Black Sea Region 6, no. 1 (December 4, 2020): 97–109. http://dx.doi.org/10.31578/jebs.v6i1.222.
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To enable pre-service teachers acquire certain teaching skills, well-planned educational programs and well-trained teachers are needed to implement them. Indeed, teacher education institutions hold a major responsibility in training qualified pre-service teachers, as it is essential for the welfare of a country and securing the quality of all educational levels from primary to tertiary education. To determine the level of teaching skills, a qualitative descriptive method was used with 96 pre-service teachers. The study adopted and modified a scale according to the needs of the study and validated by experts. The present study found that the pre-service teachers of Bukidnon State University (BukSU) generally are prepared for classroom work as revealed in the results of their internship in the laboratory school (which serves as the training ground where the education students of the University have their pre-service teaching) as well as during their off-campus experiences which consist of their roles as student interns and their ability to handle students’ participation. Qualitative research methods can be resorted in order to perform in-depth descriptive studies to investigate the differences in the teaching skills of pre-service teachers from different indicators.
Keywords: pre-service teachers, teaching, skills, teacher education, internship
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Alghamdy, Rashed Zannan. "Pre-Service English Teachers' Perceptions, Obstacles and Experiences When Teaching English in the EFL Context." Asian Social Science 14, no. 8 (July 27, 2018): 102. http://dx.doi.org/10.5539/ass.v14n8p102.
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This article has identified the opinions, perceptions obstacles and experiences of the EFL pre-service English teacher who participated in a training program in EFL context. In this study, only qualitative data was gathered. The participants in this study were 7 pre-service English teachers aged 23-28 years, from seven boys’ schools in Al-Baha city in Saudi Arabia. The researcher interviewed them at the end of the semester of the training program. The findings of this study were that some EFL pre-service English teachers felt that the training program enabled them to increase their confidence and social skills, enabling them to gain more experiences.However, there were many disadvantages, barriers and obstacles to practicing pre-service teaching in the training program. These included: some EFL students were naughty and they caused problems in the classroom, the EFL students’ English level was very weak such that they could not communicate in the language and even they also could not understand the teacher’s instructions. Being in the training program, and studying at the college at the same time was very challenging for the pre-service English teachers. Also, some their main teachers were not willing to guide them. They were also often shy and embarrassed before the students. There were claims that the preparation book was difficult for most pre-service teachers to prepare. Most complained that they lacked the resources they required to prepare for their lessons.
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Jurgena, Inese, Dagnija Cēdere, and Ingrīda Keviša. "THE PEDAGOGICAL EVALUATION OF THE RESPONSIVENESS OF PRE-SERVICE TEACHERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 20, 2020): 276. http://dx.doi.org/10.17770/sie2020vol1.4938.
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With the guidelines for pre-school education coming into effect, a paradigm change has occurred in Latvia, focusing on a child-centred educational process. Contradictions can be observed in the professional training of pre-school teachers. Clearly, pre-school educators ensure the transfer of values to the next generation and the stability of the system of education; nevertheless, their activity is often focused on imparting reproductive knowledge and skills and following familiar algorithms and stereotypes. The innovative trend – the development of child’s social and emotional skills – is not always dominant in the work of pre-school teachers. The aim of the research is to analyse the views of students, pre-service teachers, about teacher’s responsiveness in pedagogical activity. The research methods include the theoretical method – the analysis of theoretical literature, regulatory documents and academic studies - and the empirical method – surveys. The data have been processed with SPSS program. 247 full-time and part-time students of the University of Latvia participated in the study. The authors of the article concluded that pre-service teachers’ understanding of teacher’s responsiveness is sufficient. Most students are aware of the importance of teacher’s supportive reactions, responsibility and leadership in the regulation of child’s emotions. Pre-school teacher training plays an important role in the implementation of the social-emotional learning process, paying particular attention to raising students’ awareness of the role of emotions in the development of child’s self-regulation and the advancement of teachers’ skills in building positive and supportive relationships with children and parents.
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Mukhtar, Munierah Ainaa, Zuwati Hasim, and Melor Md Yunus. "THE EFFICACY OF SIMULATED TEACHING IN PREPARING PRE-SERVICE TEACHERS FOR PRACTICUM." Journal of Nusantara Studies (JONUS) 3, no. 1 (June 27, 2018): 64. http://dx.doi.org/10.24200/jonus.vol3iss1pp64-74.
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Teacher training programme has been recognised for its importance in training and preparing pre-service teachers for practicum and teaching profession. Interest in the field is noticeable with a number of studies conducted on teacher training areas. To ensure that appropriate training is given for the pre-service teachers prior to their actual classroom teaching, there is a need to look into the extent the pedagogical and content knowledge are delivered and acquired. Pre-service teachers in local public universities have gone through difficult times adjusting to real school environment during practicum period even though they have attended and completed their fair share of mock teaching in simulated teaching classroom. In Malaysia, research on simulated teaching as part of teacher training is still limited and the focus is normally given on the area of assessments and curriculum. Hence, it is the aim of this study to identify issues faced by the pre-service teachers during the practicum. For the purpose of this study, six pre-service teachers were selected as participants from a local public university through purposive sampling; the participants have to have gone through both simulated teaching and teaching practicum. Data were gathered through one-on-one narrative interviews and focus group interviews and analysed with thematic and content analysis. The findings reveal that simulated teaching is effective because of the feedback gathered and it can be further improved by increasing its frequency, integrating more role plays, and including a comprehensive Q&A session after the teaching.Keywords: Micro-teaching, simulated teaching, teacher training programme, teaching practicum, pre-service teachers, educationCite as: Mukhtar, M.A., Hasim, Z., & Md Yunus, M. (2018). The efficacy of simulated teaching in preparing pre-service teachers for practicum. Journal of Nusantara Studies, 3(1), 64-74.http://dx.doi.org/10.24200/jonus.vol3iss1pp64-74
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Goldstein, Olzan, and Bertha Tessler. "The Impact of the National Program to Integrate ICT in Teaching in Pre-Service Teacher Training." Interdisciplinary Journal of e-Skills and Lifelong Learning 13 (2017): 151–66. http://dx.doi.org/10.28945/3876.
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Aim/Purpose: This study examines the impact of the Israeli National Program on pre-service teachers’ skills in the integration of ICT in teaching and discusses the influential factors of successful implementation of practices in the field. Background: In the current Information Age, many countries relate to education as an im-portant factor for national growth. Teacher education plays a significant role in coping with the challenge of educating a new generation of school students to compete in a technology-driven society. In 2011, the Israel Ministry of Education initiated the National Program for transforming teacher education colleges to meet the demands of the 21st century. Methodology: The study focuses on two research questions: (1) What was the impact of the National Program on pre-service teacher training concerning the integration of ICT in their teaching? (2) What are the predictors of the pre-service teachers’ practice of ICT integration in teaching? It is a quantitative study, based on data collected in two rounds two years apart that compares several indices of pre-service teachers’ preparation to teach with ICT. Contribution: The findings offer insights regarding influential factors of successful integration of ICT in education. Findings: Analyses showed a significant increase in most of the indices of teacher training according to the National Program, in particular in the number of ICT-based lessons that pre-service teachers taught in their teaching practice at schools. Predictors of ICT integration in teaching were modeling by faculty members and school mentor teachers, the number of ICT-based lessons taught by pre-service teachers, and pre-requisite conditions at schools and colleges. Recommendations for Practitioners: The current challenge is to promote innovative ICT-based teaching methods among teacher educators, school teacher mentors, and pre-service teachers. Recommendation for Researchers: The findings underscore the importance of modelling by the school mentors as well as pre-requisite conditions at schools. Impact on Society: Being acquainted with the most influential factors of successful integration of ICT in teaching by pre-service teachers can improve teacher education as well as the education system in educating future generations. Future Research: More research is needed to learn about the dissemination of innovative models of ICT integration in teaching by pre-service teachers and their educators.
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Hyunsook Yoon. "Pre-service Teachers’ Perceptions of World Englishes: Implications for Teacher Training." Jungang Journal of English Language and Literature 49, no. 1 (March 2007): 171–90. http://dx.doi.org/10.18853/jjell.2007.49.1.010.
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Turgut, Duygu, and Zeha Yakar. "SOCIOSCIENTIFIC ISSUES AND PRE-SERVICE SCIENCE TEACHERS’ BIOETHICAL VALUES." Problems of Education in the 21st Century 79, no. 4 (August 10, 2021): 640–56. http://dx.doi.org/10.33225/pec/21.79.640.
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Considering the recent rapid developments in science and technology, it is quite important for individuals to be able to make decisions about their own future and their children's future for the society in which they live and to know how to establish a balance of risk and decision. For this reason, teacher training programs should be planned to internalize pre-service teachers' awareness of responsibility. Regarding this point, the development of pre-service science teachers' bioethical values was examined on a class level basis using survey research. Research sample consisted total of 286 pre-service teachers of Science Teacher Training Program. Bioethical Values Questionnaire was applied to determine pre-service teachers’ bioethical values. As a result of analyses, it was determined that pre-service teachers’ bioethical values increased according to their class levels they attended. It was stated that pre-service science teachers’ bioethical values related to sub-dimensions of “Benefits of Biotechnology Applications”, “Science and Ethics”, “Reproductive Technologies and Cloning” and “Control of Genetic Interventions” were increased based on participants’ class levels. In addition, the results of the study revealed that pre-service teachers also had some concerns about the benefits of biotechnology applications. Keywords: bioethics level, science teaching, pre-service science teachers, socio-scientific issues
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Napanoy, Jay B., Glen C. Gayagay, and Jennifer Ruth C. Tuazon. "Difficulties Encountered by Pre-service Teachers: Basis of a Pre-service Training Program." Universal Journal of Educational Research 9, no. 2 (February 2021): 342–49. http://dx.doi.org/10.13189/ujer.2021.090210.
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Dagiene, Valentina. "Development of ICT Competency in Pre-Service Teacher Education." International Journal of Digital Literacy and Digital Competence 2, no. 2 (April 2011): 1–10. http://dx.doi.org/10.4018/jdldc.2011040101.
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Starting from the key competencies for a knowledge society, this paper examines the information and communication technology (ICT) competency needed by teachers for effective teaching in the 21st-century. The paper analyzes the existing pre-service education programmes for teachers’ ICT competency in Lithuanian universities and colleges, self-evaluation of future teachers of their technological and pedagogical ICT competency, and comparison of these results with the course requirements for the teachers’ educational ICT literacy, based on the existing Lithuanian requirements for teachers’ pedagogical ICT literacy programmes. The paper is based on the data of the research study “Teachers’ Training on ICT Application in Education” developed by the Institute of Mathematics and Informatics in 2009. Conclusions and recommendations of the study have been proposed to implement deeper content-based modules for pedagogical ICT competency and skills in all-level pre-service teacher education as well as in-service training courses.
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Chongmouayang, Her, and Nghi Van Bui. "International experience in organization of teaching practice in teacher training and some recommendations." Vietnam Journal of Education 4, no. 2 (September 30, 2020): 80–84. http://dx.doi.org/10.52296/vje.2020.24.
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Given the strict guideline and significant innovation from the Laos Government, there are certain limitations in teacher training in Laos. This paper focuses on selected internationally published works on training teaching skills for prospective teachers (pre-service teachers) with document analysis method on articles and books of authors outside Laos. Subsequently, some recommendations to help innovate the pre-service teacher training process in Laos would be proposed in order to contribute to the development of teachers’ pedagogical competencies. It is suggested that the time allowance for pedagogical practice in high schools with the guidance of expert teachers, possibly through lesson planning and micro-teaching be increased. It is also necessary to pay more attention to equip teacher trainees with skills in using information technology and software in teaching (in particular pre-service mathematics teachers).
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Hernaiz-Sánchez, Ariadna, Eloy José Villaverde-Caramés, Miguel González-Valeiro, and Maria A. Fernández-Villarino. "Physical Literacy and Teacher Training: Pilot Study." Education Sciences 11, no. 2 (January 24, 2021): 42. http://dx.doi.org/10.3390/educsci11020042.
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With the appearance of physical literacy, a new approach to physical education has emerged, aimed at promoting lifelong physical activity. With the intention of exploring whether physical education teacher training programmes are in line with this trend, we analysed the conceptions of pre-service teachers. The aim of this study was to design and validate a questionnaire analysing the conceptions of students taking the degree course in the Science of Physical Activity and Sport with regard to what it means to be a physically well-educated student. A questionnaire was designed for data collection. A chi-square test was used to analyse the statistically significant differences and Cramer’s V was used to quantify the degree of association. The results show that pre-service teachers consider a physically well-educated student to be one who maintains a healthy lifestyle and has overall motor competence and self-awareness. Differences have been found between the conceptions of pre-service teachers, between universities and between the beginning and the end of training programs. A valid and reliable instrument has been obtained for analysing the conceptions of pre-service teachers. The studies reinforce the conceptions related to an active lifestyle and overall motor competence. The conceptions of pre-service teachers are within closer range of physical literacy after their studies.
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Le, Phuong Thi, and Hien Thu Thi Pham. "Using Blended Learning in Teacher Training Programs: Perspectives of Pre-service Teachers." Journal of Educational and Social Research 11, no. 2 (March 5, 2021): 115. http://dx.doi.org/10.36941/jesr-2021-0035.
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Blended learning (the combination of face-to-face and online learning) has become increasingly favored in teacher education. This learning approach has been identified as an effective method of providing opportunities for pre-service teachers to work in both online and face-to-face environments. This paper employed a quantitative research design to explore the pre-service teachers’ perspectives regarding the use of blended learning in their training programs. This study surveyed 624 pre-service teachers in different fields at multiple universities with teacher training programs in Vietnam. The results revealed that pre-service teachers favored the blended learning method. In addition, teachers engaging in the blended learning approach used teaching methods and technologies appropriately. The study also investigated the relationship between online and face-to-face learning implemented in the blended learning approach. Compared to face-to-face or online learning alone, blended learning was observed to be more effective. In conclusion, Vietnamese pre-service teachers reacted positively and preferred the use of blended learning in their training programs.
Received: 13 November 2020 / Accepted: 19 January 2021 / Published: 5 March 2021
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Kang, Woonsun. "Perceived Barriers to Implementing Education for Sustainable Development among Korean Teachers." Sustainability 11, no. 9 (May 1, 2019): 2532. http://dx.doi.org/10.3390/su11092532.
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The objective of this study was to identify whether there are any homogeneous subclasses of teachers exhibiting different profiles of barriers to implementing ESD among Korean secondary teachers, and to examine whether teachers’ experiences of taking an ESD course in their pre-service teacher education and in their in-service training on ESD are predictive of membership in subclasses of perceived barriers to implementing ESD. Korean secondary teachers from various subjects were selected as a sample. I carried out latent class analysis (LCA) on barrier variables and assessed the association of both the experiences of taking an ESD course in their pre-service teacher education and in-service training on ESD with membership in the latent subclasses using multi-nominal logistic regression. These analyses were performed using PROC LCA. Research results are as follows: Firstly, four latent classes were identified: the few barrier, the individual barrier, the combination of individual and class-driven structural barrier, and the combination of individual and structural barrier. Secondly, both the experiences of taking an ESD course in their pre-service teacher education and in-service training on ESD were significant predictors of latent class membership. The current study could potentially assist both pre-service teacher educational institutions and in-service teacher training organizations with strategies designed to improve ESD competency among teachers.
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Ivanchuk, Anatolii, Tetiana Zuziak, Oksana Marushchak, Anatolii Matviichuk, and Viktor Solovei. "TRAINING PRE-SERVICE TECHNOLOGY TEACHERS TO DEVELOP SCHOOLCHILDREN’S TECHNICAL LITERACY." Problems of Education in the 21st Century 79, no. 4 (August 10, 2021): 554–67. http://dx.doi.org/10.33225/pec/21.79.554.
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Technical literacy is a component of professional competence of the pre-service technology teacher. However, the course content of technical disciplines in the pedagogical universities of Ukraine is not consistent with the content knowledge subsequently used in teaching practice of a technology teacher. Also, there is a need in general technical literacy of the students, yet it is developed only in its engineering design aspect. In the paper, it was proved that for the general technical literacy of pre-service technology teachers the basic concepts are the following technical phenomena: motion transmission, changes in kinematic parameters of motion, changes in force parameters of motion. Natural and scientific foundations of the machine drives were used as the basic topic-specific knowledge. It was hypothesized that effectiveness of teaching technical literacy to children would raise if the narrative about the technical phenomena is included in the content of the “Utility machinery” course for the pre-service technology teachers. The pedagogical experiment was performed in the Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University (Ukraine). It included ascertaining, formative, and control stages. At the ascertaining stage of the pedagogical experiment, the students’ readiness level to study technical phenomena was determined. At the formative stage, the students’ readiness to develop children’s technical literacy was measured. At the control stage, students’ readiness level to develop technical literacy was estimated in experimental and control groups. Theoretical value of the results is in substantiating technical topic-specific content knowledge as necessary for the pre-service technology teachers. Practical significance of the results is in implementation of the narratives about technical phenomena in the learning practice of the students of pedagogical university. Keywords: multidisciplinary approach, narrative approach, technical phenomena, technology teachers
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Delk, Tricia Denise. "Are teacher-credentialing programs providing enough training in multiculturalism for pre-service teachers?" Journal for Multicultural Education 13, no. 3 (August 12, 2019): 258–75. http://dx.doi.org/10.1108/jme-01-2019-0003.
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Purpose The purpose of this study is to explore how multicultural curriculum and instruction in a teacher-credentialing program prepared pre-service teachers to work with diverse students. Design/methodology/approach The research method used was a qualitative approach. The research design was a descriptive single embedded case study to interview pre-service teachers who were in their second semester in a teacher-credentialing program at a university on the west coast and pre-service teachers who were in their final semester in the same teacher-credentialing program. Pre-service teachers discussed their disappointment in the program for their lack of training in how to work with culturally diverse students. Findings The findings from the study will add to the body of knowledge specific to teacher-credentialing programs, curriculum developers and universal design for learning on K-12 education. Research limitations/implications As schools become more diverse, an important role of teacher-credentialing courses is to train future teachers with the knowledge to assist culturally diverse students. If teachers were multicultural teachers, they would be better prepared to instruct culturally diverse students and could acknowledge sociocultural resources and information that students bring to the classroom. Originality/value The study is essential because training teachers to instruct culturally diverse students is critical as student demographics become more diverse.
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Zanni, Vitor, and Agnaldo Arroio. "INFLUENCE OF SELF-ANALYSIS AND REFLEXIVE PERSCRUTATION OF PRIE-SERVICE TEACHERS THROUGH VIDEO RECORDING IN CHEMISTRY TEACHERS EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 1 (April 5, 2010): 8–14. http://dx.doi.org/10.48127/gu-nse/10.7.08.
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In this work, we present an approach on methodology of teaching where pre-service chemistry teachers are required to analyze sequences of digital video of chemistry teaching in real classrooms. We utilize discourse analysis to help pre-service chemistry teachers to reflect on their pedagogical strategies and discursive interactions. The results showed that the integration of video analysis on the pre-service chemistry teacher training is an important methodological tool on professional development of chemistry teachers. Key-words: pre-service education, video, chemistry teacher, ICT.
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Arfiandhani, Puput, and Ika Wahyuni Lestari. "PRE-SERVICE ENGLISH AS A FOREIGN LANGUAGE (EFL) TEACHERS’ MOTIVES TO BECOME TEACHERS: A COMPARATIVE STUDY." ETERNAL (English, Teaching, Learning, and Research Journal) 5, no. 2 (December 31, 2019): 306. http://dx.doi.org/10.24252/eternal.v52.2019.a11.
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This study aimed to compare the male and female pre-service teachers’ motives in becoming EFL teachers and to find out whether there was any difference between male and female pre-service teachers’ motives to become teachers. The quantitative research with survey design was applied to collect the data from three private teacher-training institutions of Yogyakarta, Indonesia. SPSS 24 was used to analyze the data. The findings indicated that the Sig. (2-tailed) value was 0.612 higher than 0.05 (alpha) and the descriptive statistical analysis proved that the mean score between female (N=96) and male (N=36) pre-service teachers’ motivation was relatively same. The mean score for female was 2.90 with the standard deviation of 0.38 and for male was 2.94 with the standard deviation of 0.26. Therefore, there was no difference between male and female pre-service teachers’ motivation in three teacher-training institutions of Yogyakarta.
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Gambini, Alessandro, and István Lénárt. "Basic Geometric Concepts in the Thinking of In-Service and Pre-Service Mathematics Teachers." Education Sciences 11, no. 7 (July 14, 2021): 350. http://dx.doi.org/10.3390/educsci11070350.
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This paper discusses a model of a mathematics teacher professional development implemented in Italy and Hungary with in-service and pre-service mathematics teachers. The model focuses on comparative geometry, and it develops with the use of an artifact: the Lénárt spheres. The teacher training model is the result of several years of experience of the two authors both as regards the activities in the classroom with the Lénárt spheres and as regards the training of teachers in this field. The proposed teachers’ professional development, in addition to providing ideas for activities to be implemented in the classroom, has the objective of proposing reflective activities from a community of inquiry perspective; during the activities, mediated by the artifact, both the Pedagogical Content Knowledge and the Mathematical Content Knowledge are taken into consideration (Ball et al., 2008). The model has been implemented in Italy in more than 15 training courses taught in the last 5 years, both with primary school teachers and with secondary school teachers. In Hungary, the model is at the basis of elective courses under the title ‘Ball Geometry’ at ELTE University, Budapest, for decades. These courses have been aimed at prospective preschool and elementary school teachers at the Faculty of Primary and Preschool Education, as well as future secondary teachers at the Faculty of Natural Sciences. The subject of the teachers’ professional development paths corresponds to the comparative geometry between the plane and the sphere. After the presentation of the model, some examples of activities implemented in Hungary during the pandemic period will be illustrated and commented from a didactic point of view, which will serve to exemplify the path described. The described path was carried out remotely in online mode through synchronous and asynchronous activities. The distance obviously changed the way we interacted with the artifact, but it did not prevent the achievement of the courses’ objectives.
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Peracaula-Bosch, Marta, Meritxell Estebanell-Minguell, Digna Couso, and Juan González-Martínez. "What do pre-service teachers know about computational thinking?" Aloma: Revista de Psicologia, Ciències de l'Educació i de l'Esport 38, no. 1 (May 19, 2020): 75–86. http://dx.doi.org/10.51698/aloma.2020.38.1.75-86.
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In recent years, interest in Computational Thinking (CT), which is seen as a transversal competence that is necessary in the Knowledge Society, has spread to educational systems around the world. In this context, it has become necessary for training programmes for pre-service teachers to address this topic. In this article, we explore the knowledge, attitudes and expectations regarding CT held by pre-service teachers, prior to receiving training on this field. We use a descriptive analysis of both qualitative and quantitative data obtained via an ad hoc questionnaire, whereby 193 pre-service teachers at the University of Girona were asked about different aspects related to CT. The study shows that the majority of pre-service teachers cannot correctly identify most indicators associated to CT, and that most of them are unaware of the implications of the promotion of CT in terms of developed skills or areas of application. However, their expectations regarding their learning process with regard to this topic are positive. Therefore, it is necessary to more thoroughly define theoretical foundations of the concept in order to take steps to effectively include it in teacher training programmes.
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Shi, Jing. "A Critical Analysis of the Assessment for Micro-teaching Program for English Language Teachers in the Secondary Education in Mainland China." Theory and Practice in Language Studies 10, no. 2 (February 1, 2020): 168. http://dx.doi.org/10.17507/tpls.1002.04.
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Significant effort has been made to support pre-service and novice teacher learning abroad; however, not enough attention has been paid to promoting pre-service and novice teacher learning via collaboration with peer teachers and more expert educators at secondary education level in the context of mainland China. In order to facilitate this type of teacher collaboration and provide necessary support for pre-service and novice English language teachers in high schools in the southern part of China, a micro-teaching program has been incorporated into the pre-service training for these novice teachers. The micro-teaching program aims at equipping novice teachers with relevant teaching skills and behaviors through practice of teaching under controlled conditions. The purpose of this paper is to trace the developmental trajectories of the novice teachers participating in this program and examine the effect of formal assessment on the development of novice teachers. This study reveals that the program can help teachers share teaching strategies and solve practical problems in teaching, thus novice teachers acquire teaching skills and gain confidence in teaching. It is recommended the faculty should incorporate the program not only in pre-training service for novice teachers but also in service for teachers to improve their teaching routine.
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Tican, Canses. "Investigation of Pre-Service Teachers’ Tolerance Tendencies and Democratic Tendencies." International Education Studies 13, no. 11 (October 9, 2020): 20. http://dx.doi.org/10.5539/ies.v13n11p20.
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The current study aims to investigate whether pre-service teachers’ tolerance tendencies and democratic tendencies vary significantly depending on gender and mother and father’s education level and the relationship between their tolerance tendencies and democratic tendencies. A total of 417 second-year students from the departments of Turkish teaching, social studies teaching, elementary school teacher training, pre-school teacher training, science teaching, elementary school math teaching, arts, music, psychological counselling and guidance, English teaching and German teaching participated in the current study. In the analysis of the collected data, frequencies, percentages, Mann Whitney U test, Kruskall Wallis test and correlation analysis were used. As a result of the analyses, the pre-service teachers’ tolerance tendencies were found to be very high. The female pre-service teachers’ tolerance tendencies were found to be higher than those of the male pre-service teachers. The pre-service teachers’ tolerance tendencies were found to be not varying significantly depending on mother and father’s education level. The pre-service teachers’ democratic tendencies were found to be higher than the medium level. The female pre-service teachers’ democratic tendencies were found to be higher than those of the male pre-service teachers. The pre-service teachers’ democratic tendencies were found to be not varying significantly depending on mother and father’s education level. A positive, medium and significant correlation was found between the pre-service teachers’ tolerance tendencies and democratic tendencies.
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Lim, Kyung-Ok. "The Stories of Pre-service Childcare Teachers' Practicum Experiences : Focusing on pre-service Childcare Teacher Training Centers." Journal of the Korea Contents Association 16, no. 2 (February 28, 2016): 750–61. http://dx.doi.org/10.5392/jkca.2016.16.02.750.
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Kim Young Mi. "Development of the MICT Competence of Pre-Service English Teachers in a Pre-Service Teacher Training Course." STEM Journal 18, no. 2 (May 2017): 113–39. http://dx.doi.org/10.16875/stem.2017.18.2.113.
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Naeem, Mehek, Fariha Gul, Zaheer Asghar, and Naeem Zafar. "Human Rights Education in Pre-Service Teacher Education – Pakistan." UMT Education Review 02, no. 01 (May 2019): 39–61. http://dx.doi.org/10.32350/uer.21.03.
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As per international obligations, Human Rights Education (HRE) should be imparted to all. In Pakistan, teacher training institutes and Bachelors in Education (BEd) programs provide a platform for promoting and ensuring the teaching of human rights to prospective teachers. Hence, the purpose of this study was to assess the extent of the transfer of knowledge about human rights to pre-service teachers during their BEd courses. A case study approach was used in qualitative paradigm to study the BEd programs of three education universities in Lahore, Pakistan. The study used document analysis and survey with pre-service teachers for the collection of data. Content analysis was used to analyze the scheme of studies given by the Higher Education Commission (HEC) of Pakistan and the subsequent curricula used by the universities under study. A survey was conducted with 150 pre-service teachers in order to determine their overall knowledge, attitudes and practices as prospective teachers towards the teaching of human rights. The results revealed that an overall positive attitude towards teaching and learning of HRE was found among the respondents of the study. However, no specific module, course or topics in a course focused on HRE in the curricula. The study reflects the need of integration of HRE in teacher training curriculum and recommends that HRE should be a mandatory part of teacher education curricula.
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Toklu, Dervise Amca, and Cigdem Hursen. "Assessment of the Educational Needs of Preschool Teacher Candidates as regards Teaching Practice." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (July 2, 2021): 356–81. http://dx.doi.org/10.18662/rrem/13.2/426.
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The purpose of this study is to determine the educational needs of preschool pre-service teachers for teaching practice. In this descriptive study, a quantitative and qualitative blended method was preferred. 928 pre-service teachers who were enrolled at the Pre-School Teaching departments of Education Faculties of 3 different Universities in the 2018-2019 Spring Term attended the study. Findings obtained from quantitative and qualitative data revealed that pre-service teachers need training for the application of communication skills, classroom management, material use and evaluation methods. In this context, it is recommended to increase the number of practical courses in teacher training programs to improve the professional knowledge and skills of pre-service teachers. In addition, it should be ensured that pre-service teachers gain experience in teaching practices by extending their internship duration in preschool institutions.
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Popel, Maiia V. "USING COCALC AS A TRAINING TOOL FOR MATHEMATICS TEACHERS’ PRE-SERVICE TRAINING." Information Technologies and Learning Tools 68, no. 6 (December 27, 2018): 251. http://dx.doi.org/10.33407/itlt.v68i6.2404.
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This paper deals with the problem of theoretical justification and development of scientific and methodological support for using the cloud service CoCalc as a tool for the formation of mathematics teachers’ professional competencies. The following contradictions exist concerning the processes of forming these competencies: between the level of abstraction of mathematical objects and the possibilities of providing their visualization by computer interpretation; between the expediency of widespread use of ICT services for mathematical purposes in the training of pre-service teachers of mathematics and the lack of opportunities for their provision to ICT subdivisions and pedagogical universities; between the feasibility of using ICT outsourcing of cloud infrastructure for the pre-service training of mathematics teachers in Ukraine and the non-adaptability of foreign cloud-based mathematical services to the requirements of national educational standards; between the possibilities of application of cloud mathematical services in the process of formation of professional competencies of mathematics teachers and the absence of an adequate method for their implementation. The paper describes the professional training of mathematics teachers in universities of Ukraine, and considers the national and foreign experience of using the cloud-based services in mathematics teachers’ pre-service training and also the tendencies and prospects of using CoCalc in teaching mathematical disciplines. The process of system design of mathematics teachers’ professional competencies is characterized, and the model of using the cloud service CoCalc as a tool for forming mathematics teachers’ professional competencies is developed. The indicators and levels (high, sufficient, medium, low) were identified for each component of the pre-service mathematics teachers’ professional competence system within the proposed model. The method of using CoCalc as a tool for forming professional competencies of mathematics teachers is developed and its basic components such as purpose, content, tools, methods and results are elaborated. Information regarding the stages of research and also the experimental work objectives and content are presented; the quantitative and qualitative analysis of the main stages (ascertaining, formative) of the pedagogical experiment is performed, confirming the hypothesis of the study.
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Cirovic, Ivana, and Dusica Malinic. "Academic gender stereotypes of pre-service teachers." Zbornik Instituta za pedagoska istrazivanja 45, no. 2 (2013): 322–41. http://dx.doi.org/10.2298/zipi1302322c.
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This research was aimed at studying the content of academic gender stereotypes of pre-service teachers who are being prepared for working in different cycles of education. The sample included 408 students of teaching programmes of the Teacher Training College, Faculty of Mathematics and Faculty of Philology in Belgrade. It has been established that future class and subject teachers have gender stereotypes about the interests and achievements of students in different school subjects. pre-service teachers from both groups are of the opinion that girls get interested more easily than boys in the majority of school subjects, as well as that girls are more talented for the subjects in the field of humanities and languages, while boys are more talented for the subjects in the field of sciences. Pre-service teachers estimate that boys typically have a low achievement in languages, arts and music, while girls have a low achievement in physics, computer science, technical sciences and physical education. Since teachers? gender stereotypes can affect students? achievement, educational and career choices, it is important to raise awareness about the content and consequences of such beliefs in teachers and focus on certain actions towards their altering.
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Lacruz-Pérez, Irene, Pilar Sanz-Cervera, Gemma Pastor-Cerezuela, and Raúl Tárraga-Mínguez. "Análisis de conocimientos sobre aulas de comunicación y lenguaje de futuros/as maestros/as." Revista Fuentes 1, no. 23 (2021): 53–63. http://dx.doi.org/10.12795/revistafuentes.2021.v23.i1.12291.
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One of the main resources to promote the inclusion of students with special educational needs in Valencian Community regular schools are the communication and language classrooms. The success of this resource depends, among other aspects, on the knowledge that both regular and special educational teachers have about its functioning. For this reason, the aim of this work is to analyze the knowledge, misconceptions, and gaps about the functioning of these classrooms that early childhood education and primary education pre-service teachers have in their final year at university. Likewise, the results obtained by special educational pre-service teachers are compared to the results obtained by regular pre-service teachers. To do this analysis, a quantitative assessment instrument has been used. Results indicate a lower knowledge of regular pre-service teachers compared to special educational pre-service teachers, which leads to unfavorable implications for educational inclusion. The results suggest the need to offer a broader and more equal training related to special education for all pre-service teachers in order to guarantee inclusive quality practices in schools.
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Ozdas, Faysal. "Pre-Service Teachers’ Perceptions with Regard to Teaching-Learning Processes." Journal of Education and Learning 7, no. 3 (March 20, 2018): 188. http://dx.doi.org/10.5539/jel.v7n3p188.
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Teaching-learning process has a great important medium where pre-service teachers develop experiences and competences. Pre-service teachers are introduced to this process in a professional sense through the school experience course in teacher training. In this process, it is crucial to identify the encountered difficulties and matters. For this purpose, the perceptions of 48 pre-service teachers attending Pedagogical Formation Training at Mardin Artuklu University and taking the school experience course were got. The study group of the current research consists of the 48 pre-service teachers taking the school experience course in 2014-2015 academic year. The qualitative research method based on the data collection instrument involving two questions in the semi-structured interview form was used. The content analysis was conducted to analyze the data. According to the findings, it was revealed that the pre-service teachers observe or encounter 219 matters with regard to teaching and learning process in the school experience course. It was identified that the most encountered reasons are teacher, school, student related reasons and other ones, respectively. The pre-service teachers developed 229 suggestions to overcome these matters. The findings of this research were compared with the ones in the literature. In this regard, teaching-learning process was discussed.
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NIEMI, Hannele. "Teacher Professional Development in Finland: Towards a More Holistic Approach." Psychology, Society, & Education 7, no. 3 (April 30, 2015): 279. http://dx.doi.org/10.25115/psye.v7i3.519.
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ABSTRACT: The article reflects on teacher professional development as a continuum that starts during pre-service time, continues into the first years of newly qualified teachers’ induction phase, and spans a career-long development throughout their teaching careers. Finnish teachers work in contexts that provide high professional autonomy and agency in their work. Pre-service teacher education prepares them for this responsible role. In earlier years, in-service training occurred on training days and through short courses. The new trend sees teachers as developers in the whole school community. Teachers have researchbased orientation in pre-service teacher education, which makes them capable to design school-based projects and their own development as it relates to school development. The article introduces four cases in which new trends have already been implemented. These best practices are examples how to (1) support the school community to cross boundaries towards multi-professional cooperation, (2) design an innovative school community using a design-based approach together with many partners, (3) connect pre-service and in-service research-based teacher education in science, technology and math (STEM) teaching, and (4) promote induction for new teachers.
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Hartono, Hartono, Sularmi Sularmi, Idam Ragil Widianto Atmojo, and Roy Ardiansyah. "Analysis of Scientific Publication Skills of Elementary School Teachers." Social, Humanities, and Educational Studies (SHEs): Conference Series 2, no. 1 (December 19, 2019): 264. http://dx.doi.org/10.20961/shes.v2i1.38118.
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<em>The purpose of the service is to train elementary school teachers to have the competence of Scientific Publication on Elementary Teachers in the City of Surakarta. In addition to training teachers, this service also aims to analyze teacher competencies in Scientific Publications on Elementary Teachers in Surakarta. The subject of this service is an elementary school teacher in the city of Surakarta. The method used in this service starts with Workshop, Practice, and Implementation. In conducting this training, the subjects were asked to take a test related to the preparation of articles and Scientific Publications. Analysis of the data used is pre-test and post-test. The result of this activity is that there is an increase in teacher's knowledge and understanding of the preparation of scientific articles and Scientific Publications.</em>
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İlgaz, Selçuk. "Pre-Service Social Studies Teachers’ Views About Teacher Training (Focus Group Interviews)." Journal of Education and Training Studies 7, no. 4 (March 19, 2019): 204. http://dx.doi.org/10.11114/jets.v7i4.4107.
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The purpose of this study is to reveal the pre-service social studies teachers’ opinions about teacher training. This study is carried out via qualitative research method. The study group consisted of 6 4th year students studying in the department of social studies teaching in Kazım Karabekir Education Faculty of Ataturk University in 2018-2019 academic year. The data obtained with focus group interview technique was analysed via content analysis.Considering the results, the pre-service teachers argued that the purposes of the education faculties were to graduate students or only tell subjects based on memorization. According to the pre-service teachers, education faculties generally fail in teacher training. They stated that only existing applied courses would make contributions to their professional experience. In addition to this, they mentioned focusing more attention on practices and stated that the training practices should be increased. They determined that the courses in social studies program should be redesigned according to their functionality.
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Suciu, Andreia Irina, and Liliana Mâţă. "Romanian Language Pre-service Teachers’ Training for Didactic Career." Procedia - Social and Behavioral Sciences 128 (April 2014): 498–503. http://dx.doi.org/10.1016/j.sbspro.2014.03.195.
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Velthuis, Chantal, Petra Fisser, and Jules Pieters. "Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching." Journal of Science Teacher Education 25, no. 4 (May 15, 2014): 445–64. http://dx.doi.org/10.1007/s10972-013-9363-y.
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Popovičová, Barbora. "Application of self-reflection in education of pre-service teachers." International Journal for Innovation Education and Research 4, no. 2 (February 29, 2016): 19–23. http://dx.doi.org/10.31686/ijier.vol4.iss2.512.
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Reflection, especially, self-reflection is in education considered as thinking about one’s own acting and looking back to one’s own performance. It is an essential factor in teachers’ professional development. However, self-reflection may be used also when preparing future teachers. It is beneficial for pre-service teachers to see their own teaching and to reflect on it. One of the ways how to use self-reflection as a teaching tool in teacher training programmes is videotaping of microteaching. Videotaping may reveal not only the mistakes but also inadvertent gestures, movements or frequently used words. The students of teaching training programmes at University of Prešov use videotaping of their microteaching and their reactions are rather positive. Majority of them commented that watching themselves in action is helpful and useful for their improvement in teaching practice.
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Huong, Vu Thi Mai. "The role of schools during practicum in adapting to Vietnamese education innovation." Cypriot Journal of Educational Sciences 16, no. 1 (February 25, 2021): 01–15. http://dx.doi.org/10.18844/cjes.v16i1.5503.
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School is a crucial component in teacher training. Schools are also the places where pre – service teachers practice manipulations, career actions, capacity development and career sentiments. The innovation of Vietnamese general education from content to competency approach has led to many changes in the schools, thereby requiring teacher training to be linked to educational practices in every school. The schools have just played the role of a unit that evaluates and tests the training quality of the pedagogical universities, and at the same time provides practical educational knowledge and educational innovation to supplement the theoretical knowledge in school offenses. This research aims at determining the role of schools during training pre – service teachers in Vietnam. Data was collected through questionnaires involving 390 participants comprising student teachers, lecturers from pedagogy universities and mentors of schools in Vietnam. The results showed that, in Vietnam, schools are lacking initiative in coordinating with teacher training institutions. The role of schools is still limited; the schools need to promote the initiative and be more active in the relationship with pedagogical universities so that the effectiveness of teacher training is the highest, adapting to the innovations of current Vietnam education.
Keywords: practicum, role of schools, mentor, student teachers, pre-service teacher, teacher preparation