Learning to Teach, Teaching to Learn (original) (raw)
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An internship as a part of the curriculum for teacher education is necessary for the students as it could show them a real picture of their potential future career. This case study is aimed at analyzing teacher candidates' expectation from the university to make sure that they get the education they need (needs analysis). The result shows that there are still problems they encountered in the internship which are caused by the incompatibility and less-optimal applicability of the theories learnt. The problems mainly deal with applicable teaching techniques, ability and lack of facilities at the schools. It means that a process of correction and improvement are required to be done in order to match the curriculum with the professional needs.
European Journal of Education Studies
2024
Teaching practicum is crucial in initial teacher education programs, determining their effectiveness and attracting researchers' and practicing teachers' attention. This study explores the experiences of ten graduate teachers (eight women and two men) from a university department in Greece regarding their internship during their undergraduate studies. Unlike similar studies, this study utilized the free text written by the participants as a research tool to highlight the topics that really interest the practicing teachers. The data was analyzed using qualitative content analysis. From the analysis, eight main categories emerged describing trainees' internship experiences: a) characterizations for the teaching practicum, b) emotions from the practicum, c) benefits and usefulness of the process, d) positive and e) negative aspects of the practicum, f) difficulties encountered, and g) recommendations for improving the practicum. These findings offer valuable feedback for enhancing the internship experience within the participants' department and stress the need for further research on the multi-factorial process of teaching practicum.
PROBLEMS OF STUDENT TEACHER DURING INTERNSHIP PROGRAMME: ISSUES AND CONCERNS
BEST: International Journal of Humanities, Arts, Medicine and Sciences (BEST: IJHAMS), 2014
Internship programme for pre service teacher education system is one of the lively practical approach to make student teacher practice required skills and competencies to become an efficient teacher. Each teacher education institute implement 1 to 2 months of practice teaching sessions in schools. However during the internship programme student teacher faces several problems related to social, psychological, pedagogical and other miscellaneous dimensions which can obstruct the achieving of goal and objectives teacher education programme. Quality in teacher education system cannot be achieved without solving the problems. The current paper conducted a cross sectional study for three year to find out problems of student teachers during three academic session. It is found that novice teachers mainly face problems related to managing students and maintaining discipline in classroom. However other problems such as using teaching aids, communication related problems also explored during the investigation. Further it is suggested that teacher educators must counsel students to solve such problems arising during internship programme.
Universe International Journal of Interdisciplinary Research, 2021
Perception is a course of action that involves organizing, identifying, and interpreting sensory inputs for the purpose of representation and understanding of the environment and uses that information in order to interact with the environment. There are many parts of teacher training programme like Internship, sessional work, Project work, micro and macro teaching etc. In this paper the investigator wants to know the perception of pupil-teacher towards internship and sessional work as a part of Teacher Training Programme. Internship is a programme where student teacher are asking question and seeking traditions, and beliefs, developing new values and meanings, searching for roles and identity, and attempting to build a practice that is relevant and meaningful from them and their students (Ross, 2001). Sessional work is an essential task which is to be carried by the students under the guidance of their subject teacher. It is related to particular subject content which aims at providing field experience, writing reflective journals, case study, action research, presentation through AV-aids, working with community etc. Both Internship and Sessional work are new innovation in the field of education and the investigator has chosen this topic because both build a strong bridge between theory and practice. The objectives of the study are to study the perception of B.ED pupil-teacher towards internship and sessional work as a part of teacher training programme. In the present study, the researcher has used the descriptive method of research. The total sample is 120 B.Ed pupil-teachers from three B.Ed colleges of Samba District and Survey studies are conducted to collect detailed description of exiting phenomenon with the intent of employing data to justify the current conditions and practices or to make more intelligent plans for improving them. A Self made opinionnaire was prepared to collect the required data. After collecting the data, the frequencies are calculated to analyze the data. The frequencies have shown positive perception towards internship and sessional work as a part in developing teacher training programmes. After the interpretation, the educational implications and suggestions are given in the present study and this study is helpful for educationists, practitioners, students, stakeholders, policy-makers, teachers and parents.
School-University Partnership as a Tool for Professional Development of a Novice Teacher
2020
In the contemporary context, the professional competencies of a novice teacher should be qualitatively different from the standard set of competencies offered by traditional teacher training. Training to become a teacher should be practice-oriented. A graduating student is to possess professional competencies, organizational and tutoring skills. However, credits allocated to teaching internship are not sufficient to shape a teacher of new generation with the above competencies. It is necessary to take into account the fact that modern parents are extremely demanding on the quality of educational services and expect school to be staffed with highly qualified and experienced specialists. Therefore, university should take control of the professional development of a young teacher and simulate the conditions for professional growth of students as part of the school-university partnership, which becomes a platform for further professional growth. The aim of the research is to summarize t...
Teacher Education and its Reflection
This paper focuses on recent problems of Hungarian student-teachers preparing for their career, from the point of view of training. The aim of the study is to reveal those problems which affect the beginners’ role and which came from the dis/function of teacher education. Supposedly, the nucleus of the would-be-teachers’ problems is interconnected with low prestige of the profession, existence, skills and material or professional uncertainty. Another crucial issue is the impact of the teacher education, the efficacy of the training. The aim of this paper is to investigate the real obstacles of the efficiency of teacher education, what these problems are, how stressful they are and how they impact the student-teacher’s self-confidence. It has also an actuality, since teacher training stands before a changeover and still the transition between the former traditional and the BA and MA levels of higher education has not yet been examined, so these remarks can also add somewhat to the forthcoming teacher training program and – at the collective level – to the identification of issues important to the community of teachers, would-be-teachers and both in-service teachers and educators