Department Of Primary Education Research Articles

Developing the music listening skills test (MLST) for pre-school and elementary school teacher candidates

In this study, it was aimed to develop a music listening skill test for primary school teacher candidates to determine their levels of perception of basic musical structures through listening. A total of 260 teacher candidates studying in the department of primary education (early childhood and elementary education) of a public university in Türkiye formed the study group of the research. KR-20 internal consistency coefficient of the Music Listening Skills Test (MLST) was determined as 0.731. The mean of the item difficulty index of the test is 0.60, and the mean of the item distinctiveness index is 0.38. The MLST consists of a total of 27 questions with 53 listening contents converted into audio files in MP3 format to be played by the practitioner. The MLST can be used as a preliminary assessment tool in studies on the development of musical competencies. In addition, the musical structures in the test content can be handled in the music education processes of teacher candidates. Assessing music listening skills can also make it easier to follow the steps to be followed in the education of teacher candidates. In this way, educational contents can be developed and music education programs can be updated.

The Effect of Digital Storytelling Activities on Prospective Teachers’ Attitudes Towards Digital Writing

Digital storytelling includes a writing process that is conducive to enhance writing skills at various stages of the educational process. By incorporating elements such as text, video, visuals, and sound, students create digital stories through applications on computers, mobile phones, and other digital platforms, employing multimedia formats. This approach leverages multiple media components, appealing to different senses within the digital story, and aims to aid in the retention of learning. The purpose of this study is to determine the impact of digital storytelling activities on preservice teachers' attitudes toward digital writing and to gather their perspectives on the process. A mixed-method approach, combining both quantitative and qualitative research methods, was adopted for this study. The quantitative dimension adopted a single-group pretest-posttest experimental design, whereas the qualitative dimension involved evaluating the preservice teachers' reflective journals on the process. The study was conducted with students (n=31) from the primary education department of Faculty of Education at Pamukkale University. Research data were collected via the "Attitude Scale for Writing in Digital Environments (DOYAT)," developed by Kırmızı, Kapıkıran, and Akkaya (2021), and the participants' reflective journals. The study was implemented over eight weeks, with sessions held twice per week. Upon comparing the pretest-posttest results and the journal findings, it was observed that digital storytelling activities positively influenced preservice teachers' attitudes toward digital writing. Findings from their reflections indicate improvements in their digial competencies, digital writing skills, and social skills. On the other hand, participants reported facing challenges in editing images, adding sound, structuring stories, and sequencing transitions. The process of creating animations for digital stories emerged as the most time-consuming difficulty for the preservice teachers.

Νέοι εκπαιδευτικοί, νέες συνθήκες και νέα εργαλεία για την εκπαίδευση παιδιών με μεταναστευτικό και προσφυγικό υπόβαθρο

The main objective of the Language Curriculum is to make the educational system responsive to the new conditions that have emerged in schools. Considering the requirements of the Curricula, new learning tools were used in this research and were applied in the context of language teaching at primary schools at the Department of Primary Education, University of the Aegean. These tools included a combination of theories, i.e. Cummins' (2005) theory for the development of Academic Language Proficiency, approaches about New Learning (Kalantzis & Cope, 2005) and Transformative Pedagogy (Cummins, 2005; Kalantzis & Cope, 2013). The aim of the research was for future teachers to learn how to support the multilingual students in schools in critically processing the diverse textual types in the language lessons, thereby achieving both the development of linguistic and communicative competence and the interaction of the school community with the wider society.

School Health Education and Teachers’ Preservice Training: The Case of Greece

Background: School health education (SHE) serves as a primary pedagogical aspect of public health. This study aims to explore the curricula of preservice schoolteachers, examining whether graduate courses in Greek universities include SHE, how it is structured, and whether critical pedagogy principles are integrated. Methods: A corpus of n = 21 documents was compiled, encompassing all educational departments in Greek higher education, including Departments of Early Childhood Education and Care (n = 3), Departments of Preschool Education (n = 9), and Departments of Primary Education (n = 9). Results: Content analysis revealed the presence of SHE in 11 out of 21 educational departments. Thematic analysis uncovered significant variability in the curricula, with greater emphasis placed on health-related topics rather than the methodologies and values of SHE. Critical pedagogy principles were not explicitly evident in the curricula, while a persistent biomedical orientation left little room for the development of concepts related to social justice. Conclusions: This study represents the first of its kind in Greece and among the few internationally to examine preservice training for schoolteachers in SHE. The findings underscore the need for revisions to align with the key lessons learned from the major public health crisis of the COVID-19 pandemic. It is imperative to acknowledge that vulnerabilities have been exacerbated, and inequalities widened, necessitating a reassessment of current approaches to health education within teacher training programs.

From cookbook lab to PEODE-based lab: redesigning lab activities to foster conceptual understanding

ABSTRACT Background Of many innovative laboratory approaches in the literature, POE (Predict-Explain-Observe) and PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) based laboratories approach have been frequently used to enhance laboratory studies during the last ten years. We contend that excluding the discussion phase before the observation stage in PDEODE could be more suitable when applied to science laboratory settings. Consequently, we chose to employ the PEODE (Predict-Explain-Observe-Discuss-Explain) approach in lieu of PDEODE to enhance laboratory-based studies. Purpose The purpose of this study was to investigate effectiveness of PEODE-based laboratory activities in promoting prospective science teachers’ (PSTs) conceptual understanding about fundamental concepts. Sample The quasi-experimental study is based on 46 third grade PSTs in the primary science education department. In the study, randomly selected two groups were used, one experimental group (EG; n = 22) and one control group (CG; n = 24). Design and methods To achieve this aim, we selected fundamental science concepts that students have difficulty in sound understanding and often hold alternative conceptions based on the literature. While the CG participated in traditional laboratory activities, the EG took part in PEODE-based laboratory activities. Laboratory activities were carried out in both groups for a total of 18 hours. In order to assess PSTs’ conceptual understanding about fundamental concepts, a concept test (CT) including 22 test items (two-tiers and open-ended) were presented to them as pre- and post-test. The PSTs’ pre- and post-CT scores was analyzed qualitatively and quantitatively. Results The study overall demonstrated that PEODE based laboratory activities have a significant impact on enhancing PSTs’ conceptual understanding of the fundamental science concepts. Conclusion The PEODE based laboratory employed in this study, introduced as a novel contribution to the literature, demonstrates its potential to facilitate conceptual change.

Voices from the field: Integrating e-portfolios in early childhood education

Digital technologies are increasingly integrated into early childhood education (ECE), prompting discussions regarding their potential benefits and drawbacks. Research has shown that technology designed for children’s developmental needs can enhance learning and development, while also improving communication between parents, teachers, and children. However, issues like access, equity, ethics, and teacher workload require careful consideration. This qualitative study explores the expected outcomes of integrating e-portfolios into ECE through one-on-one interviews with key stakeholder groups. After gathering general opinions, the participants were asked to provide detailed feedback on how the application affects children, teachers, and parents. In addition to revealing a diverse range of voices regarding the implementation of e-portfolios, this study aims to utilize the information gathered from participants for informed decision-making, offering valuable insights for the improved e-portfolio design and implementation. The study involved 34 Turkish participants from five stakeholder categories: ECE and primary school teachers, faculty members from ECE and primary school education departments, and parents. Results revealed that e-portfolios were viewed as highly beneficial, providing permanent and comprehensive documentation, facilitating data transfer to subsequent schooling levels, enabling multidimensional assessment, promoting child-centred practices, improving communication, enhancing reflective thinking and digital skills, and allowing resource utilization. However, participants raised concerns about workload, documentation gaps, and ethical issues. While e-portfolios hold promise for integrating digital technologies into ECE, current teacher education may lack sufficient training in key areas like digital literacy, documentation, assessment, and ethics. Further education in these areas can help ensure effective implementation and positive outcomes.

Digitalization of Educational Services Marketing Program on the Primary School Teacher of Musamus University

This study aims to analyze the digitalization of Musamus University's educational services marketing program. This study used an analysis model by Miles and Huberman consisting of data reduction, data presentation and taking conclusion. The approach used in this study is a qualitative approach. The subject of the study is the primary school teacher education department of Musamus University. Data collection techniques use interview techniques, document studies and literature reviews. The results of this study show that by digitalization the marketing program of the Department of Primary Teacher and Education of Musamus University has shown that the Department innovates to advance the department. Therefore, the digitalization of Musamus University's educational services marketing program help the department to improve the quality and good reputation to the society because the department not only use the manual strategy but also use the innovative strategy by using the digitalization. Eventhough in this research did not measure the effectiveness of this digitalization.

Editorial Comment

This Special Issue of the University of Zambia Journal of Law and Social Sciences was prepared by the Department of Primary Education of the School of Education at University of Zambia. It was a product of the Knowledge Innovation Exchange (KIX) funded project, which ran under the title, “Scaling the School Readiness Initiative: Strengthening School and Community Capacities for Adoption of Play-based Learning in Uganda and Zambia”.

EVALUATION OF GROWTH, DEVELOPMENT AND QUALITY OF SOME YELLOW CAMELLIA SPECIES GROWN IN TAM DAO

The competence to apply information technology in teaching History and Geography as well as in educating pedagogical students is one of the most important professional capacities of primary teachers to meet new demands of the fourth industrial revolution and the recent innovation of Vietnamese education. Therefore, equipping student teachersof Department of Primary Education with information technology competence (hereafter IT) is essential considering Vietnamese education situation. This paper focuses on some issues regarding student teachers’ ability to utilize IT, the necessity to form this capacity for student teachers of Departments of Primary Education majoring in History and Geography subject (acase study of Tay Nguyen University) and recommendations to improve their ’ capacities.

BUILDING THE CAPACITY TO APPLY INFORMATION TECHNOLOGY IN TEACHING HISTORY AND GEOGRAPHY FOR STUDENTS OF THE DEPARTMENT OF PRIMARY EDUCATION - THE CASE OF TAY NGUYEN UNIVERSITY, VIETNAM

The competence to apply information technology in teaching History and Geography as well as in educating pedagogical students is one of the most important professional capacities of primary teachers to meet the new demands of the fourth industrial revolution and the recent innovation of Vietnamese education. Therefore, equipping student teachers of the Department of Primary Education with information technology competence (hereafter IT) is essential considering the Vietnamese education situation. This paper focuses on some issues regarding student teachers’ ability to utilize IT, the necessity to form this capacity for student teachers of Departments of Primary Education majoring in History and Geography subject (a case study of Tay Nguyen University), and recommendations to improve their capacities.

The Predictive Power of Academic Motivation of Primary School Teacher Candidates on Their Self-Efficacy in the First Reading and Writing Teaching

The aim of this study was to determine the predictive power of academic motivation of primary school teacher candidates on their self-efficacy in the first reading and writing teaching. To this end, the study was designed as correlational survey model. The universe of the study consisted of public university students at Grades 2, 3 and 4 of the department of primary school education in 2021-2022 spring semester and the participants were selected randomly for this study. As data collection tool, “Academic Motivation Scale” was used in order to determine the motivational level of candidate primary school teachers, whereas “Self-Efficacy Scale for the First Reading and Writing Teaching” was used to evaluate the self-efficacy of the primary school teacher candidates in the first reading and writing teaching. Designed on “Google Forms”, these two scales were administered to teacher candidates in one online session. For the data collection procedure, two weeks were allowed for data collection. At the end of this duration, the data was analyzed. As for data analysis, descriptive statistical analysis and simple linear regression analysis were used in the study. As a result of the study, it was seen that both academic motivation level and self-efficacy level of the teacher candidates on the first reading and writing teaching were at high level. Additionally, it was realized that there was a significant relationship between academic motivation and self-efficacy in the first reading and writing teaching, and also it was stated that academic motivation significantly predicted the level of self-efficacy in the first reading and writing teaching. Besides, academic motivation accounted for 22% of the changes in the self-efficacy scores in the first reading and writing teaching.

A Phenomenological Study on Student Selection for Departments of Primary Education and Appointment of Primary School Teachers in Türkiye

The primary purpose of this study is to identify the opinions of faculty members, who are experts in their fields, on student selection for teacher training institutions for primary education and on the problem of non-appointed primary school teachers in Türkiye. The study is based on phenomenological design, one of the qualitative research methods. The study sample consists of thirty faculty members selected using the criterion sampling technique from twenty-nine faculties of education including the department of primary education. The data in the study were collected using a semi-structured interview form and analysed through the content analysis method. As a result of the analyses, five themes were created regarding the opinions of the faculty members on student selection for teacher training institutions for primary education. In this context, various codes were listed under the themes of “student selection procedures”, “student characteristics”, “quotas”, “source of students” and “incentives”. Considering the field experts’ opinions on non-appointed primary school teachers, three themes were identified, and various codes were listed under the themes of “employment opportunities”, “quantity” and “appointment procedures”. The findings revealed that the main policies considered necessary by the faculty members in selecting students for primary school teacher training institutions included planning the student resources starting from secondary education and selecting eligible individuals through objective interviews, in addition to central examination. It was also concluded that the main policies to be pursued in solving the problem of non-appointed primary school teachers included making a needs-based arrangement in quotas in faculties of education and ensuring a sufficient number of graduates, as well as improving retirement conditions and conducting merit-based appointments for vacancies arising from retirements by excluding out-of-field teachers.

EVALUATION OF PRIMARY SCHOOL ADMINISTRATORS' SELF-EFFICACY LEVELS AND SCHOOL LEADERSHIP PRACTICES

The aim of this study is to evaluate the self-efficacy levels and school leadership practices of school administrators working in primary schools affiliated to the TRNC Ministry of National Education and Culture. The universe of the research consists of teachers and school administrators working in primary schools affiliated to the Ministry of National Education and Culture, Primary Education Department in the 2020-2021 academic year. The Universe of the research consists of 90 primary school, 1717 primary school teachers and 186 administrators. A total of 400 individuals, 350 teachers and 50 school administrators, were included in the study, selected by randomized sampling method. The data were collected through the survey consisting of Demographic Information Form, the Self-Efficacy Perception Scale and the School Leadership Scale. Both groups were given the Demographic Information Form prepared by the researchers, and the Administrator Self-Efficacy Perception Scale was presented to the school administrators, and the School Leadership Scale was presented to the teachers. SPSS 25 package program was used for statistical analysis of the data. Kruskal-Wallis H and Man Whitney-U tests were used to analyze the data. The analysis of data showed that the self-efficacy perceptions of the administrators were high. In the study, it was determined that there was no statistically significant difference between the self-efficacy perceptions of the administrators and the variables of gender, working time at the school, and the task variables, while the difference between the education level and the scores obtained from the Ethical Self-Efficacy sub-dimension in the Administrator Self-Efficacy Scale was statistically significant; It has been determined that the Ethics sub-dimension scores of the managers with a graduate degree are higher than those with a bachelor's degree. However, in the study, it was found that the self-efficacy levels of the managers differed according to their seniority in management; It was revealed that the scores of the administrators with low seniority from the Psychological Self-Efficacy sub-dimension in the Administrator Self-Efficacy Scale were higher than the school administrators with high seniority. The school leadership practices of the administrators were examined according to the opinions of the teachers and it was concluded that the school leadership scores of the administrators were high in the dimensions of support, cooperation and openness. In the study, it was also determined that there was no statistically significant difference between the gender, faculty graduated, tenure at the school, branch and seniority variables, and the school leadership scores of the administrators. It has been determined that scores of the teachers with a graduate education level from the school leadership scale are higher than the teachers with a bachelor's degree. It is important to organize in-service training courses in order to increase the self-efficacy perceptions of managers. It will be beneficial for both teachers and administrators to implement the necessary incentive programs for teachers and administrators to develop themselves professionally by the Ministry of National Education.

Assessment of community perception on waste management practice in Ilorin metropolis, Kwara State, Nigeria

Improper collection and disposal of municipal wastes has led to different levels of environmental challenges such as blockade of sewers, drain networks and the choking of water bodies. The study adopted descriptive survey research design. The population of the study comprised of 364,666. The researcher used simple random sampling random technique to select 200 respondents in the targeted communities. The questionnaire used to collect information from the respondents was tagged Community Perception on Waste Management Practice Instrument (CPWMPI). The instrument was validated by the experts in the Department of Adult and Primary Education, University of Ilorin to ensure face, content and construct validity. To ascertain the reliability of the instrument, the questionnaire was administered to fifty respondents twice. The data collected were analyzed with the Person Product Moment Correlation (PPMC) tool, a co-efficient value of 0.89 was obtained. Inferential statistics was used to analyzed the research question while the hypotheses were analyzed with t-test and Analysis of Variance (ANOVA). The result showed that there was a statistically significant difference in the perception of residents on waste management practices based on gender (t {198} = 2.643, p<0.05), there was no statistically significant difference in the perception of residents on waste management practices based on marital status (t{198} = 0.837, p>0.05), there was no significant difference in the perception of residents on waste management practices based on education (F {2, 197} = 1.592, p>0.05), there was no statistically significant difference in the perception of residents on waste management practices based on religions (t{198} = 1.427, p>0.05)It was recommended in the study that there should be public enlightenment among the residents and urban dwellers on proper solid waste practices, management and disposal.

Critical Thinking in Teacher Education: Course Design and Teaching Practicum

Critical Thinking is considered a key component of Higher Education that supports graduates’ preparation for the labor market. However, in the field of teacher education more research is needed to support student-teachers with regard to the complexity of schools. It is considered that a teaching practicum can set the stage for the cultivation of Critical Thinking skills and dispositions, as student-teachers have to face real problems and be led to decision-making. The paper presented here describes the curriculum transformation of courses offering theoretical lectures and teaching practicum in the Department of Primary Education, University of Western Macedonia. After focus group discussion with in-service teachers, the Critical Thinking skills and dispositions considered necessary for teacher education were thoroughly described and utilized for the course design. The courses were modified to include a variety of teaching strategies following the direct infusion approach for training in Critical Thinking with the aim of promoting reflective practices for fostering student-teachers’ critical reflection. In this way, they can be empowered regarding their professional development.

ECOLOGICAL FOOTPRINT CONCEPT: A CASE STUDY FROM ANADOLU UNIVERSITY

Quantifying the impact of humans on the environment is very difficult due to its complex nature. An ecological footprint is an effective tool and indicator that quantitatively reveals the impact of human beings on the world while maintaining their vital activities, the cost of living or their burden on nature. In this study, the ecological footprints of 179 teacher candidates studying at Anadolu University Faculty of Education were determined by using an international scale. 34.1% of teacher candidates were in the department of primary school education, 35.2% in the department of pre-school education and 30.7% in the department of special education. The ecological footprint results were given in the categories of date, necessary world, land type, consumption categories, ecological footprint, a carbon footprint and percentage effect of carbon footprint on ecological footprint. According to the results, no significant difference was found between the ecological footprints of teacher candidates based on department and gender (except services footprint). However, the ecological footprint values of the teacher candidates were above the average of Türkiye (p

Views of the Instructors Who Teach the Music Teaching Course in the Department of Primary Education about its Content and Implementation

Bu çalışmada sınıf eğitimi ana bilim dallarında müzik öğretimi dersini yürüten öğretim elemanlarının müzik öğretimi dersinin içerik ve uygulamasına ilişkin görüşlerinin belirlenmesi amaçlanmıştır. Çalışma nitel araştırma yaklaşımı çerçevesinde durum çalışması olarak tasarlanmış ve yürütülmüştür. Araştırmanın çalışma grubunu sınıf eğitimi anabilim dalı lisans programında yer alan müzik öğretimi dersini yürüten ve farklı üniversitelerde görev alan 10 öğretim elemanı oluşturmaktadır. Çalışma 2021-2022 eğitim yılı güz döneminde gerçekleştirilmiştir. Çalışmanın verileri durum çalışmalarında kullanılan yarı-yapılandırılmış mülakat tekniğiyle elde edilmiştir. Çalışmadaki mülakat soruları, uzman görüşlerine başvurularak araştırmacılar tarafından geliştirilmiştir. Mülakatların bazıları yüz yüze, bazıları ise çevirim içi platformlarda gerçekleştirilmiştir. Araştırmada elde edilen verilerin çözümlenmesinde içerik analizi tekniklerinden yararlanılmıştır. Çalışmada elde edilen bulgular doğrultusunda öğretim elemanlarının YÖK’ün hazırlamış olduğu müzik öğretimi ders içeriğinden haberdar oldukları ancak bu programa bağlı kalmadıkları tespit edilmiştir. Ayrıca öğretim elemanlarının müzik öğretimi dersinde kendi hazırlamış oldukları ders içeriklerini kullandıkları belirlenmiştir. Çalışmada ayrıca katılımcı öğretim elemanlarının sınıf eğitimindeki müzik öğretimi dersinin içeriğini nota, tartım, solfej eğitimi, müzik öğretim yaklaşımları (Orff, Kodaly, Dalcroze), enstrüman öğretimi, çocuk şarkıları öğretimi, ritim eğitimi ve aktif öğretim konu başlıklarına göre planladıkları tespit edilmiştir. Bununla birlikte öğretim elemanlarının müzik öğretimi ders saatini yetersiz gördükleri, sınıf öğretmenlerinin ilkokul müzik ders içeriğini yürütebilecek yeterliğe sahip olmadıklarını düşündükleri belirlenmiştir. Çalışmanın sonunda, sınıf eğitimi anabilim dalındaki müzik öğretimi dersinin daha etkili ve verimli yürütülmesine ilişkin çeşitli önerilerde bulunulmuştur.

Self-Efficacy as A Correlate of Pupils’ Academic Achievement in Mathematics

The study examined the self-efficacy of pupils’ academic achievement in mathematics. The study adopted a correlational research design. A simple random sampling technique was used to select 568 pupils from 14 public primary schools in the research locale. Two research instruments were used for data gathering. The instruments were the Questionnaire on Pupils’ Self-efficacy (QFYPS) and Mathematics Achievement Test (MAT). One research question was raised while two hypotheses were postulated. QFYPS and MAT were validated by lecturers in the Department of Early Childhood and Primary Education, Kwara State University, Malete, Nigeria. QFYPS and MAT were also tested for reliability using the test-retest method and the reliability coefficients were 0.79 and 0.77 respectively. The research question was answered using Pearson Product Moment Correlation (PPMC) while the two hypotheses were tested using Independent samples t-test. The findings of the study showed that there was a positive relationship between pupils’ self-efficacy and their academic achievement in mathematics. Also, there was no significant difference in the self-efficacy of pupils based on gender. Finally, there was no significant difference in the academic achievement of pupils based on gender. Based on the findings of the study, it was recommended that Teachers and policymakers should implement strategies that enhance pupils' self-efficacy beliefs in mathematics.

Encouraging creativity through music improvisation activities: Pre-service primary general teacher-students’ reflections and beliefs

This study focuses on exploring pre-service primary general teacher students’ ( N = 40) reflections on the opportunities they were given to awake their creativity, by participating systematically (13 weeks) in music improvisation activities, in the context of the course Music Education in a university classroom of a Greek Department of Primary Education. More specifically, it focuses on teacher-students’ reflections on the implemented music improvisation activities, on team interactions, their perceptions regarding classroom atmosphere and the way they feel during their participation, their confidence-as future teachers-to integrate the music improvisation activities in their classroom, their preference for individual or group music improvisations activities, and their beliefs on the characteristics of a creative teacher. The improvisations were carried out individually, in pairs and in groups, using their voice, their body, and percussion musical instruments. Data were collected through observation, diary keeping, and questionnaires with open-ended and closed-ended questions. As the findings indicated the primary general teacher-students expressed positive attitude regarding the awaking of their own creativity, enjoyed their participation, developed a rather strong self-confidence to implement improvisational activities as future teachers and considered as creative teacher a well-prepared facilitator who ensures the conditions for an interesting, structured lesson and promotes cooperation.

The Evaluation of the Final Stage of the Teaching Practice Program by the Students of the University of Western Macedonia

Teaching practice is an integral part of the teachers’ education program met in every Department of Primary Education. Through this, prospective teachers acquire a wide range of experiences from their contact with school, both by observing and by conducting lessons, while they focus on the practical as well as the theoretical aspect of their studies. In the Department of Primary Education of Florina, teaching practice program is divided into three phases, initially in the form of observation (Phase I) and then with personal hourly teaching in the classroom (Phase II). Phase III is the conclusion of the teaching practice and aims at acquiring direct experience of the daily work and life at school, at developing prospective teachers’ ability to self-evaluate their work as well as at becoming aware of their pedagogical responsibility towards students through teaching a school class for about two weeks. This paper presents students' views on the extent to which the main objectives of Phase III are met, on how significant it is in guiding and supporting their work and on the difficulties, they have encountered in conducting it. This research approach is part of an on-site long-term research which examines the overall teaching practice program, using all prospective teachers (126) throughout their studies as a control group, and questionnaire and semi-structured interview as research tools, providing us with both quantitative and qualitative data. By analyzing the research data, we find that students: a) consider Phase III one of the most important parts of their practical training, b) acquire direct experience of everyday school life, c) develop the ability to reflect on and self-evaluate their work, d) design and prepare teaching under real working conditions, e) develop the ability to deal in a personalized way with children with particular teaching problems, while f) they encounter significant problems with the time-consuming process of preparing the next day's lesson plan.