Relevant bibliographies by topics / Student teachers/Teacher trainees; Evaluation in HEIs; Evaluation of teacher trainees

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  1. Journal articles
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Academic literature on the topic 'Student teachers/Teacher trainees; Evaluation in HEIs; Evaluation of teacher trainees'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Student teachers/Teacher trainees; Evaluation in HEIs; Evaluation of teacher trainees"

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Darwish, Salwa H. Al. "Elementary English Language School Teachers Self Evaluation: A Case Study from Real Life Application." Studies in Social Science Research 2, no. 1 (2021): p64. http://dx.doi.org/10.22158/sssr.v2n1p64.

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Self- evaluation is a central “tool” to express how we know what we do when we teach, and as we make decisions on our own while we teach, self- evaluation has the power to help us link knowledge and theoretical information and to use each area of expertise more professionally. This paper will discuss primary school English Language teacher trainee’s self- evaluation which will be carried out between the instructor (researcher/ mentor) and the student teacher trainees. This study aims to explore the benefits of the process of self-evaluation during the student trainees while teaching English as
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Xu, Ya, Ziyi Li, Chenglong Li, and Hong Li. "Evaluation Model Construction of Employability Evaluation for College Teacher Trainees Based on AHP." Scientific Journal Of Humanities and Social Sciences 7, no. 6 (2025): 115–22. https://doi.org/10.54691/5cr2p906.

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The concept of high-quality employment requires teacher trainees to achieve full employment and career development, and more importantly, to realize their self-worth and gain all-round development. Employability of teacher trainees is a bridge connecting the cultivation of talents in colleges and universities with the needs of the society, and it is also the key to the successful employment and career development of teacher trainees. In retrospect, the existing research on employability focuses on connotation analysis and strategy cultivation, but pays little attention to the teacher trainee g
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Navaz, Abdul Majeed Mohamed. "Developing Interaction in ESL Classes: An Investigation of Teacher-Student Interaction of Teacher Trainees in a Sri Lankan University." International Journal of Learning, Teaching and Educational Research 20, no. 2 (2021): 174–96. http://dx.doi.org/10.26803/ijlter.20.2.10.

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This study examines the possibility of using of IRF (Initiation-Response-Follow-up) sequence of teacher-student interaction in Sri Lankan ESL (English as a Second Language) classes for developing longer interactional exchanges which are believed to be useful for language development. Usually, in Sri Lankan ESL classes, teachers ask more display questions and a few referential questions. As a result, teacher-student interaction occurs only occasionally and they follow the traditional IRF pattern with an evaluation at the third move. Teachers could develop longer interactional exchanges by givin
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Thomson, Deborah J., Doris Ma, Patrick R. Lennard, and Maurizio Ferri. "Evaluation of a global training program in One Health communication." One Health & Implementation Research 3, no. 2 (2023): 55–68. http://dx.doi.org/10.20517/ohir.2023.12.

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Aim: A global Train-the-Trainer Program, focused on improving the communication techniques of One Health advocates, is assessed and evaluated in this study. Methods: Between November 2020 and November 2022, a Train-the-Trainer Program engaged 1.583 trainees from 98 countries between the ages of 18 and 74. Trainees practiced public speaking by teaching a lesson about One Health in mostly underserved primary school classrooms. Two surveys of trainees (n = 222 and 203) assessed the impact of the Program’s orientation session on their confidence in science communication to a novice audience. The c
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Abdillah, Mujib, Rudi Hartono, and Sri Wuli Fitriati. "The Implementation of Differentiated Instruction Lesson Plan In The Practice of Teaching English For Adult Learners (TEAL) Course." English Education Journal 12, no. 4 (2022): 705–27. http://dx.doi.org/10.15294/eej.v12i4.67518.

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Teaching preparation plays a vital role in teaching as the preparation which describes the elements will be used in teaching. It provides the basis for instructional focus and content. This research is aimed to describe the implementation of Differentiated Instruction Lesson Plan for Junior High School Students in The Practice of Teaching English For Adult Learners (Teal) Course In The Second Half Of 2021 At Satya Wacana Christian University. This study was described from the perspective of qualitative research which employ a case study design which observed which focuses on analysing and desc
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Malusà, Giovanna, and Patrizia Ghislandi. "Online and active learning design in large-size classes: a phenomenological study." Research on Education and Media 14, no. 2 (2022): 22–32. http://dx.doi.org/10.2478/rem-2022-0018.

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Abstract This paper presents a qualitative–quantitative study that investigates whether an active and collaborative design can help university students positively evaluate the course, even in a large-size online class for special ed teachers. The analysis of the collected data (a fact-finding questionnaire created on purpose; a standard questionnaire for the course evaluation; field notes, design documentation; a class climate analysis questionnaire; an individual opinion poll about the educational activities; in-chat reflections of trainees) clearly testifies that trainees greatly appreciated
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Kim, Somin, and Na Young Kwon. "Exploring the Experience of Pre-Service Mathematics Teachers in the Practicum Semester System." Korean Society of Educational Studies in Mathematics - Journal of Educational Research in Mathematics 33, no. 2 (2023): 317–36. http://dx.doi.org/10.29275/jerm.2023.33.2.317.

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This study examined the experiences of secondary pre-service mathematics teachers in the first pilot operation of the school practicum semester system and sought implications for the enlargement of the system. The education trainees who participated in the study were three female students in the 4th year of the Department of Mathematics Education at the time of the research, and conducted a school practicum for 19 weeks. The data used in the study include mentoring data from trainees and advisors, records from the midterm evaluation meeting, satisfaction survey data from the final evaluation m
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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 (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
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Mahdoom, Ariffa S., and Mohammed T. Raja. "Impact on trainees growth and challenges during the internship in B.Ed. course." i-manager's Journal on Educational Psychology 18, no. 2 (2024): 31. https://doi.org/10.26634/jpsy.18.2.21006.

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In the realm of learning, teaching and learning occur simultaneously, with continuous learning happening through the act of teaching. This study, attributed to Phil Collins, underscores the symbiotic nature of teaching and learning. B.Ed. colleges exemplify this concept, where student teachers engage in both learning and teaching within authentic classroom settings. This paper delves into the objectives, the role of the student teacher, the efficacy of the teaching program, and the challenges encountered in the B.Ed. Internship Program. According to NCTE regulations, student teachers are requi
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Ping, Wang. "An Evaluation of the preservice English teacher education in a university in China: Pros and cons from an insider’s journey of learning." Journal of Pedagogy 6, no. 1 (2015): 151–74. http://dx.doi.org/10.1515/jped-2015-0008.

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Abstract The theme of the paper is to reveal how well-prepared pre-service teachers think they are. It aims at reviewing the 2010, 2011, 2012, 2013 cohorts studying for a BA in TEFL at a university by examining the impact and the effectiveness of four- -year pre-service English education in a Chinese university context, and what needs to be improved and maintained from the perspective of trainees. Questionnaires were used, followed by semi-structured interviews. The questionnaires were completed by 300 participants, 200 of whom were then randomly chosen as interviewees. Despite finding some in
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Book chapters on the topic "Student teachers/Teacher trainees; Evaluation in HEIs; Evaluation of teacher trainees"

1

Giannikas, Christina Nicole. "Performance Assessment in Teacher Education Programs." In Interdisciplinary Approaches Toward Enhancing Teacher Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4697-0.ch014.

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Performance assessment has emerged as a useful measure of teacher performance and is a valuable form of assessment. The chapter elaborates on the benefits of performance assessment in pre-service teacher training and will present findings of a study which focuses on two English Language Didactics courses of a Higher Education pre-service teacher training program for potential secondary state school ELT teachers of the Republic of Cyprus. The aim of the research was to investigate the trainees' progress, potential teaching ability, and confidence via the means of their assessment. The study con
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You might also be interested in the extended bibliographies on the topic 'Student teachers/Teacher trainees; Evaluation in HEIs; Evaluation of teacher trainees' for particular source types:
Journal articles
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