Preparedness of Teacher Candidates and Problems Faced by Teachers in the Beginning Years of Teaching (original) (raw)
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Al Ibtida: Jurnal Pendidikan Guru MI, 2021
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International Journal of Humanities, Social Sciences and Education, 2017
Graduates with a Bachelor of Education (B.Ed.) degree from the University of Trinidad and Tobago (UTT) are currently employed at primary schools. The purpose of this study was to evaluate the extent to which graduate-teachers have been prepared for the real classroom. The study investigated beliefs about their preparedness, experiences and mitigating factors. A mixed method study was conducted with a sample of sixty participants. Data collection included face to face interviews, focus group interviews, questionnaires, and journaling. Findings revealed that graduate-teachers believed that they were prepared for the ideal classroom and that some courses should be modified. The themes include 1. Equipped with Competency 2. Complexity of the Classroom 3. Pragmatic Applications for Challenges 4. Inclusive Practice in Action. The research suggests modification of UTT's B.Ed. programme and perhaps other similar programmes to make teacher preparation more functionally appropriate for classroom practice. A period of internship is recommended.
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This investigation was in part an evaluation of the extent to which the (then) current teaching standards (DfEE 1998a) have prepared primary teachers for the profession. The research was located within the broader theoretical framework of the acquisition of professional knowledge. The study sought to identify some of the factors involved in teachers' professional development and analyse how they are used in the development of professional learning and expertise in the primary classroom. The main objectives were: adequacy of preparation for primary teaching: the extent to which NQTs are prepared to teach the whole primary curriculum and fulfil other professional responsibilities; types of support given to newly qualified primary teachers during their induction period, and key factors which enable or inhibit NQTs' professional development and affect retention; identification of patterns of transition from initial training to the first years of teaching and wider processes of p...
Readiness and Preparation of Pre-Service Teachers on the K to 12 Program
The study aimed to assess the level of readiness of pre-service teachers in teaching the K to 12 curriculums, propose and implement intervention programs/activities to improve the level of readiness in the different competencies. Total enumerations of 4th year teacher education students were employed. A survey questionnaire developed by SEAMEO INNOTECH measuring the 21 st century skills of effective teaching was utilized to determine the students' readiness and preparedness. Intervention activities were conducted after knowing the lower level of competencies. These include facilitating the development of learners' life and career skills; creating a conducive learning environment; facilitating learning; preparing appropriate lesson plans; developing higher order thinking skills; developing and utilizing teaching and learning resources; enhancing ethical and moral values; assessing and evaluating learners performance; and networking with stakeholders especially with parents. Mean and standard deviation were employed to evaluate up to what extent the skills were developed. T-test was utilized to determine the significant difference between their competencies before and after the intervention was conducted. The students were found out to have developed the different competencies to a high extent which means that they are ready to teach the K to 12 programs. However, among these competencies developing higher order thinking skills and assessing students learning got the lowest mean. Intervention in this aspect in form of seminar about K to 12 assessment strategies in both elementary and secondary levels was conducted. Significant difference on the extent of how this competency was developed before and after the seminar was observed specifically among Filipino and MAPEH major students. A continues monitoring and evaluation of students competencies needed in the 21 st century needs to be conducted and appropriate intervention programs need to be implemented.
The Readiness of the Teacher Training Institution in Preparing Teacher Competencies
Universal Journal of Educational Research, 2020
Teacher quality determines the process of education reform. MOEC of Indonesia has prepared various schemes to achieve this quality. MOEC expects study programs held at higher education to meet the competencies of prospective teachers in four aspects, namely professional, pedagogy, social, and personality. This study is to describe the achievement of competence level as a teacher in the physics education study program. The method used is a survey method for physics education students, with 50 students participating. Competency measurement uses the test instrument consisting of four aspects, namely professional (65 items), pedagogy (45 items), social (40 items), and personality (40 items). The instrument refers to an evaluation conducted by National Education Standards Agency. It was analyzed using Two-way ANOVA to see the effect of gender and learning experiences. The results show that gender does not affect competence. Instead, the learning experience influences on competence. Average score of the ability of the students is lower than the limit specified teacher competency requirements MOEC. This result means that professional, pedagogical, social, and personality competencies are not yet the focus of teacher training institutions. The learning process experienced by prospective teachers (students) has not been able to improve competence significantly to achieve the MOEC's standard. This result implies that the study program needs to evaluate the curriculum and the learning process so that graduates can achieve quality teachers.
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In-depth interviews were conducted to research the expectations of teacher educators from the prospective teachers and their opinions on the existing facilities provided by the faculty of education. Content analysis, performed on the data collected from a sample of eight teacher educators from different departments in one of the faculties of education, suggested that the expectations from teacher candidates had seven dimensions: content knowledge, pedagogical content knowledge, country specific realities, communication skills, teacher characteristics, scientific knowledge and research skills, and professional development. Regarding the results, implications for teacher education programs were discussed, and suggestions for further research were made.
The problems of teacher candidate's about teaching skills during teaching practice
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Psychology and Education: A Multidisciplinary Journal , 2023
The study determined the level of preparedness of public elementary teachers in performing their teaching tasks before, during, and after classroom observation in Lopez East District in the Division of Quezon. The research employed descriptive research design using quantitative research method and random sampling. This engaged 146 respondents from selected teachers and school heads within Lopez East District in the Division of Quezon. To analyze and interpret the data, mean was used to described the level of perception of the teachers and school heads on the level of preparedness in classroom observation and twoway ANOVA was used to determine the significant difference in the perception of the teachers when grouped according to their profile. In gathering data, the instrument used the following; pre-assessment, actual observation, and post-assessment, to assess the requirements prepared of a classroom teacher in classroom structuring and teacher observation guide for instructional competence. Consultation of the self-made questionnaire was carried on with the expert in DepEd using the classroom observation tool under mandated DepEd Order No. 42 s. 2017, an updated PPST-RPMS classroom observation tool in the enhancement of teacher's quality as provided by the Department of Education. There is no significant difference in the teacher's perception and their demographic profile. There was no problem encountered by the teachers and school heads before the classroom discussion, they all prepared and familiar with the classroom observation tool. Most of the indicators during the classroom observations was Always Observed and after the classroom observation the respondents perceived was Highly Achieved.Based on the results, the researcher still recommends that classroom observation, coaching, and mentoring may be perceived to ensure the quality of teachers.