Teaching Internship Research Articles

Assisting in a computer science education centre as a field-based internship for pre-service teachers

ABSTRACT Background and Context To offer more experiences in the field, our study employed secondary school pre-service teachers as assistants in courses for secondary school students learning computer coding with the help of smart textiles. Objective Did pre-service teachers assisting in CS courses have more highly developed pedagogical content knowledge (PCK) and more positive attitudes toward computer science teaching than a control group. Method We administered a teacher questionnaire (N = 47) with items related to pre-service teachers’ awareness of CS and attitudes toward CS learning environments. Data on emotional experiences were collected. Findings Two moderate effects helped to explain variances between the groups on measures of belief in effectiveness of CS learning and peer support over time. Their positive experiences were confirmed by their decline in negative emotions. Implications The results of our research might help to expand our not yet very broad knowledge of meaningful educational experiences for pre-service teachers’ CS education.

НАВЧАННЯ СТАРШОКЛАСНИКІВ РИТОРИКИУ ПОРІВНЯЛЬНО-ЗІСТАВНОМУ ВИСТУПІ

Background. This paper focuses on the teaching of rhetoric to high school students in the Ukrainian classroom. It specifically addresses the development of rhetorical skills in 11th-grade students through compare-contrast speeches, an area that has not been extensively covered in Ukrainian language pedagogy. The authors advocate the incorporation of rhetorical education into the high school curriculum in Ukraine, as the current social and professional environment in the country demands that graduates should be proficient in communication, debate, persuasion, and information filtering to succeed in their future careers. The objective of this paper is to explore the development of rhetorical skills in 11th-grade students in a profession-oriented school through compare-contrast speeches in a Ukrainian classroom. Additionally, it aims to create and validate a series of exercises and tasks to enhance the effectiveness of developing these skills. Methodology. The study was conducted as a natural experiment involving 22 students from a professionally oriented high school in Ukraine. Author 2 served as an internship teacher and validated a series of exercises aimed at improving students' oral communication skills, critical thinking, and the use of comparecontrast rhetorical strategies. Results and discussion. The authors used different types of rhetorical exercises (preparatory, training, creative, and evaluative-analytical) to develop a tailored set of exercises for instructing compare-contrast speeches. Following the implementation of these exercises during a teaching internship, the researchers observed notable enhancements in students' rhetorical skills. The percentage of students showing high and adequate levels of rhetorical competence increased, while the proportion at the average level decreased. However, the data obtained reveal an uneven impact of the instruction on different aspects of communicative competence. Students' language and textual skills were more affected as opposed to their rhetorical skills. The overall conclusion from the research is that only targeted and systematic instruction can lead to significant improvement in rhetorical skills. Despite being proficient in language and communication, most students found mastering rhetorical techniques difficult, as it requires higher-order thinking skills and creativity.

Face-to-Face Teaching Skills of Virtually Mentored Pre-Service Interns

During the COVID-19 pandemic, pre-service teachers found completing their online teaching practicum impossible. Their doubt extended to their thoughts about making it difficult for them to perform their obligations effectively as practicing teachers. This basic qualitative research aimed to explore the practices and experiences of graduates in their online teaching internships and their effect on their teaching experience. Fifteen Teacher Education alumni participated in this study and were selected through purposive sampling. Data was collected using semi-structured interview questions and gathered through Google Meet and face-to-face interviews. Thematic data analysis was used to identify essential themes. Based on the results and discussion of the study, Teacher Education graduates of a Catholic Institution were exposed to unforgettable experiences and practices with their supervising instructor, cooperating teacher, school culture, and peers, which they continue to utilize in their current teaching roles. Subsequently, the study revealed that their experiences led them to the following: (a) commitment to the ongoing development of soft skills, (b) enhanced technological skills, (c) strengthened cooperation among coworkers and supervisors, (d) improved classroom management strategies, (e) innovation of assessment strategies, (f) refined creativity in creating instructional resources and (g) improved sense of accountability and adaptability. This implies that the online environment did not deter the would-be teachers from developing the skills necessary in the contemporary world. Thus, this study recommends enhancing the implementation of hybrid teaching internships in the teacher-education program.

Framing teaching internship experience in the new normal through metaphorical lens

Framing teaching internship experience in the new normal through metaphorical lens

Dilemmas and Strategies of Volunteer Teaching Internships in Local Normal Universities in China—Based on a Survey of Chinese Language and Literature (Normal) Major Interns at M College

Dilemmas and Strategies of Volunteer Teaching Internships in Local Normal Universities in China—Based on a Survey of Chinese Language and Literature (Normal) Major Interns at M College

Learning Literacy Financial Major Accounting and Finance State Vocational School Institution 4 Bandar Lampung

This tudy aim For describe learning literacy finances in schools on a class basis , a cultural basis and a community basis . Research results show that SMK Negeri 4 Bandar Lampung has carry out learning literacy financial with three consisting of indicators from class base , base school and community base although Not yet effective . Viewed from a class basis Not yet accommodated objective through RPP where student only taught analyze sale goods merchandise in a way credit , via money order whereas from results interviews and observations found that learning literacy financial student become cashier in exchange coupon . Activity learning with school base indicators exists cooperation and empowerment of DUDI as amplifier literacy financially , yes management source Study form library and existence network of internal and external sites as a learning medium literacy financially , yes intensity use and application literacy financial Where student become cashier exchange coupons at the canteen school with noted every transaction _ purchase from consumers in the financial ledger , existence training literacy financial with send intern teachers and do counseling to parents _ How own role important At home in teach about management finance . On community base indicators is parental involvement _ as supporter literacy financial carried out by the party school only in meeting committee just However parental involvement _ At home own role important in formation in taking decision finance since early , old man help prepare they for more future _ _ independent in a way financial .

The Potential of Formal Education in the Non-Formal Education of Russian Language Teachers in Estonia

This article describes the method of educating Russian teachers in Tallinn University. The respective curriculum is presented, and its structure and components analysed. The authors review the aims of the subject-specific didactics courses, their content and the forms of the classes, as well as the role and place of teaching internships in the process of teaching training. Most of the attention is paid to the adaptation of the existing curricula to the needs of informal Russian teacher training within the campaign “Noored Kooli” (Young People to Schools), open learning and microgrades. Also, the handbook How to Prepare and Give a Lesson in Russian as a Foreign Language is looked at, as well as at some e-platforms and resources for videoconferences and lectures. This article reveals the potential of the resources referred to in classwork and in independent work by students within both formal and informal Russian teacher training. The authors elaborate on the idea that informal training can be more effective within some special terms, for example, if the training is based on general, cross-functional, but flexible, curricula, which have been evaluated during the long period of training specialists for schools.

The Teaching Demonstration in the Transitioned Times: Pedagogical Practices in New Normal Classrooms

College Graduating Students Batch 2022 of the Philippine Education is tagged as the experimental batch since they were the first recipients of the full K-12 implementation and a COVID-19-caught transition of education from the full face-to-face classroom to flexible learning. In the City College of Calamba, March 2020 shifted their instruction to full modular distance learning and it took the college two semesters to implement an online learning system, hence the first batch of students with this transition did their practice teaching internship in a new normal class where three-fourths of their learning came from the transitioned education set-up. Now, the study’s focus was to assess their performance as evaluated by the cooperating teacher, cooperating school head, and practice teaching supervisor despite the minimal guidance during the learning of academic and pedagogical principles years. The hypothesis is tested if significant differences can be found in the areas of teaching pedagogies when grouped according to specialization. The study used a simple random sampling technique, 432 evaluations were noted from the observers accumulated for each specialization including secondary education including English education, mathematics education, and science education practice teachers’ assessment constituting a total of 108 respondents. Due to the test of normality and homogeneity failure, the Kruskal-Wallis test was used. Based on the findings, areas in lesson planning, teaching method, classroom management, communication skills, and teacher’s personality had significant differences among all specializations except content mastery. Although there were weak indicators per area, it implied that teaching pedagogical practices were different depending on the specialization orientation of the practice teacher, but they have equal content mastery levels. Therefore, despite the transition of the educational system of these students and now practice teachers, it was comprehensively understood that they are well-equipped in terms of pedagogical practices. Keywords: Lesson Planning, Content Mastery, Teaching Method, Classroom Management, Communication Skill, Teacher’s Personality, Pedagogical Practices, Transitioned Practice Teachers, Teaching Demonstration, New Normal.

Teacher Education and Teacher Selection Courses: Resolving Compatibility Issues of Tribhuvan University and Teacher Service Commission

This study evaluates the alignment of teacher education (TE) programs of Tribhuvan University (TU) with the teacher selection courses of Teacher Service Commission (TSC), using a comparative, exploratory-cum-explanatory research design. The data collection methods included content analysis, focus groups, and interviews. The data analysis method includes interpreted phenomenological analysis (IPA). The results showed a lack of course compatibility, with only 9% of the teacher license (TL) and teacher selection (TS) courses from the Teacher Service Commission (TSC) and Tribhuvan University (TU) being comparable. The study also questions the relevance of current TE, TL, and TS programs, particularly in incorporating professional skills and TE innovations for classroom instruction. To improve TE, respondents proposed strategies such as introducing digital pedagogy, combining pedagogical and general education subjects, updating subject-specific content, and adding practical skills for responsive teaching. The study concluded that closing the theory-practice gap in teacher education is challenging and calls for various changes, institutional cooperation, and teamwork. Similarly, the policymaking and implementing agencies of education are suggested to consider course reviews, required training for teaching professionals, sufficient internships for pre-service teachers, the use of TE's innovations and professional skills, improvements to the teacher selection process, and collaboration among education stakeholders.

An Investigation on the Effectiveness of English Teachers Training Programs in Morocco: English Teaching Internship Initiative as a Case Study

Once they graduate, many students seek job opportunities in other domains such as engineering, medicine, management, etc. On the other hand, students with an interest in the field of teaching look for different training programs to develop their skills and knowledge. In Morocco, teachers undergo various sets of training before actually becoming teachers. Some of this training occurs in governmental institutions like Centre Régionales des Métiers de l’Education et de la Formation, whereas others opt for partnership programs like the English Teaching Internship Initiative. The English Teaching Internship Initiative (ETII) is an educational program that aims to provide potential teachers with a practical teaching opportunity. In this program, the involved participants receive real-world teaching experience and pedagogical training provided by experienced educators. As a result, trainees enhance their classroom management, lesson planning, assessment skills, and techniques. The beneficiaries, then are supposed to be immersed voluntarily in their local communities to gain valuable skills and experiences, enhance their resumes, and make a positive influence on their professional development and the student’s learning outcomes. The aim of this article was to examine and evaluate the impact of the English Training Internship Initiative program on English Foreign Language teachers in Morocco.

Mapping Tech Skills: Assessing Aspiring Educators' ICT Proficiency in Professional Training

This research dissertation investigates the pivotal role of information and communication technologies (ICT) in revolutionizing teaching methodologies and engaging learners actively. Focusing on aspiring educators specializing in French language and mathematics for the secondary cycle at Regional Center for Education and Training Professions (CRMEF) in Rabat, the study aims to assess their ICT skills. The primary objective is to determine if these prospective educators possess the essential competencies to effectively incorporate ICT into their teaching. The research relies on a questionnaire designed with sections emphasizing ICT mastery aligned with the teaching/learning objectives outlined in the "ICTE" module of their initial training program. Additionally, it explores the application of these tools during the participants' teaching internships. Data analysis revealed several key findings. Firstly, most aspiring educators exhibit familiarity with technological tools connected to the Internet. Secondly, a majority of respondents acknowledged receiving ICT training during their CRMEF education. Thirdly, many future educators asserted their proficiency in digital educational resources and their adeptness at integrating them into teaching practices, supporting the initial hypothesis. Lastly, while a substantial number of teachers integrated ICT in their internships to enhance learner motivation, others refrained due to inadequate computer infrastructure in schools. This research highlights both the potential and challenges associated with integrating ICT in educational settings and emphasizes the importance of equipping future educators with comprehensive ICT skills to enrich teaching methodologies and student engagement.

Praktyka jako niezbędny element przygotowania zawodowego przyszłego nauczyciela placówki wychowania przedszkolnego na wyższych uczelniach Ukrainy

The article presents the research results obtained within the joint Ukrainian-Austrian research project “The quality of preschool teachers’ training in Austria and Ukraine: a comparative analysis” in 2023/2024 (UA 02/2023). The practical training content of the applicants of the first (bachelor’s) level of higher education majoring in specialty 012 Preschool education within the educational and professional program “Preschool Education” in Ukrainian universities has been analyzed. The organizational aspects of pedagogical internship of future preschool teachers are considered. It is substantiated that a pedagogical internship ensures their readiness for continuous improvement and professional growth. It is the key to professional competence formation. The types of pedagogical internships that students undergo according to the specified educational and professional program are characterized. The value of every kind of educational and work placement internship has been proven. It is shown that they differ in purpose, content, objectives, organizational and pedagogical forms, methods, and approaches to the integration of educational, upbringing, research, organizational, and methodical activities with children in the conditions of a preschool educational institution. The need to implement educational propaedeutic internships from the first days of students’ studies at the university is emphasized. As it is a key to the formation of a stable interest in the chosen profession. It has been proven that work placement pedagogical internship, which has an active nature, creates conditions for the student’s personality self-realization, ensures success in professional self-determination, and forms students’ professional competencies, which are necessary for their independent performance of the functions of preschool teacher.

Preparing Teacher Candidates in Classroom Management Prior to Entering the Teaching Profession

The purpose of this quasi-experimental study was to evaluate the promise of a specialized curriculum designed to prepare general education teacher candidates to effectively implement classroom management strategies within a multi-tiered systems of support (MTSS) framework. Participants were 110 teacher candidates enrolled in a student teaching internship course. Fall participants (intervention group; n = 69) received the specialized curriculum that focused on implementation of classroom management strategies for students with emotional and behavioral disorders and attention-deficit/hyperactivity disorder (ADHD), in concert with their internship; spring participants (comparison group; n = 41) did not. All participants completed pre- and postquestionnaires, which included measures assessing knowledge of classroom management principles, knowledge of ADHD, and self-efficacy. Measures of satisfaction with the curriculum were also collected. Fourteen teachers (seven intervention group, seven comparison group) participated in follow-up observations in their first teaching semester. Results demonstrate significant differences in knowledge of classroom management principles and ADHD between groups from pre- to postinternship, and high levels of participant satisfaction with the curriculum. Preliminary observations reveal greater use of evidence-based classroom management strategies in the intervention group. Implications for further program development and educator preparation as well as suggestions for future research are discussed.

Habitus and Teacher Education in Higher Education: Reflections of a Supervisor and a Master Student during Teaching Internship

The paper reflects on the role of the Teaching Internship in the teacher education program based on the perceptions of a professor and a teacher assistant working together in the undergraduate Supervised Internship course during remote emergency teaching (ERT). The professor involved worked in the discipline as principal teacher/master advisor/supervisor of the teaching internship and the other teacher worked as assistant professor/master student/intern in teaching. Using autoethnography techniques with records made by the professor and the teacher involved in the discipline in their reflection diaries, excerpts from their experience were chosen to illustrate the discussion/reflection on the role of the Teaching Internship in teacher education. Bourdieu’s concept of habitus is used in the interpretative analysis, concluding that the experiences lived by the two teachers are permeated and built through the habitus that shaped the interpretation and education of the teachers involved.

Pre-Service English Teachers’ Voice on Virtual Teaching Practice: Shifting from Face-to-Face Teaching into Virtual Teaching

Pre-service English teachers face various challenges that can significantly impact their competencies and roles, particularly in dealing with students and fellow teachers. The COVID-19 pandemic has added an extra layer of complexity by necessitating the transition from traditional face-to-face learning to online education. This shift is evident in the case of the microteaching course, which originally took place in a physical classroom but was abruptly moved to an online format. This study aims to examine the experiences of pre-service English teachers in virtual teaching practice and how they navigate the challenges associated with professional development during the microteaching course. A total of 31 pre-service English teachers participated in this research, engaging in virtual teaching practice. Data was collected through in-depth interviews, questionnaires, and reflective journals. The findings indicate that pre-service English teachers acknowledge the ineffectiveness of virtual microteaching, citing difficulties in managing and accessing teaching processes as well as the challenges of creating suitable teaching materials. As a result, future pedagogical practices should focus on enhancing the preparation and design of teaching and learning materials to better support the professional development of pre-service English teachers. This will ultimately contribute to their growth as educators during their teaching internships.

A SURVEY OF FULL-TIME TEACHING INTERNSHIP FOR ENGLISH EDUCATION MAJORS AT LOCAL UNIVERSITIES: A CASE STUDY OF ZHAOQING UNIVERSITY

Teaching internship is a necessary part of teacher training. Zhaoqing University has jointly established Teacher Education Reform and Innovation Pilot Zones or Collaborative Education Cooperation Zones with seven counties. Some normal university students complete important pre-job training by interning at full-time teaching positions in these pilot zones. Through journal reviews, on-site visits, and focus group interviews, this study explores the problems encountered by English education majors during their full-time teaching internship in these zones and strategies to address them to provide references for the continuous improvement of full-time teaching internship. KEYWORDS: English education majors, full-time teaching internship, teacher education, promoting learning through competitions, Teacher Education Reform and Innovation Pilot Zones.

Exploring Thai EFL pre-service teachers’ technology integration based on SAMR model

This study investigated how Thai EFL pre-service teachers (PSTs) use technology in their classrooms and the level of substitution, augmentation, modification, and redefinition (SAMR) they implement. Seven English education majors enrolled in the course “teaching internship 2” in their fourth year at a Thai university participated in the study. Due to COVID-19, the participants were trained to teach online, but during their teaching practicum, they were required to teach in a traditional on-site setting. Because of this novel arrangement, it was essential to investigate how these PSTs incorporate technology into the classroom. For the purpose of analyzing the process of educational technology integration, this study employed SAMR model. Observations and semi-structured interviews were used as data collection methods. Throughout the semester, observations were conducted twice. SAMR observation form was used to investigate how PSTs used technology in their teaching. Participants were asked to participate in an interview after each observation. The interviews included open-ended questions based on the conceptual framework of SAMR. Observation results show that technological tools were used to engage students, check comprehension, create teaching content, and evaluate students’ understanding. For the study, the participants were divided into three groups based on the extent of technological tools used. One participant was deemed to be in the substitution stage, five participants in the augmentation stage, and only one participant in the modification stage. The results of the interviews indicated that teacher motivation and the availability of ICT equipment, as well as familiarity with technological tools, played a significant role in PSTs’ integration of technology into the classroom.<b> </b>The study’s conclusions are helpful in developing PSTs’ technology integration in EFL classrooms. SAMR model should be introduced to PSTs to let them critically reflect on and develop their own technology integration.

Coping Strategies of BEED Teaching Interns During Classroom Demonstration

Prospective teachers usually conduct classroom demonstrations during a teaching internship for one semester. Thus, teaching interns then perform actual teaching among students at varying grade levels. This study investigated the challenges and coping strategies of BEED teaching interns in the western part of the Philippines. In this study, the researchers employed a single-case study model method of Sharan B. Merriam. Triangulation of data was also employed to validate the results of the study. They gathered the data through one-to-one interviews with BEED teaching interns who conducted classroom demonstrations on-campus and off-campus, four corresponding cooperating teachers, and the instructor of the research participants. Following the data analysis of Braun and Clarke (2008), the results revealed that these teaching interns experienced different challenges. These challenges involved difficulty in classroom management and difficulty in creating learning objectives. However, they showed positivity in their performance and applied the right coping strategies to lessen their burden. Among these coping strategies were using effective classroom management strategies, being confident, and asking assistance from their cooperating teacher to cope with those challenges. Through these experiences, teachers learned to adjust and cope with their challenges. Thus, they became better teaching interns. These findings are original and contribute to the plans and programs of the Commission of Higher Education in broadening the knowledge and developing the skills for improving student teacher’s academic success.

Educational Ideas on the Move

Based on ethnographic fieldwork amongst Danish student teachers, this paper examines international teaching internships from a mobilities and spatial perspective. While the international teaching internship is regarded as a tool to develop student teachers’ intercultural competencies, this paper shows how culturally shaped educational ideas travel with and are practiced by student teachers in new educational and cultural contexts. Therefore, this paper suggests that such internships may perpetuate and reinforce normative ideas about pedagogy and ‘correct’ ways of teaching, being a pupil, and a teacher. The paper finds that student teachers see some educational ideas and practices as universal and applicable everywhere and others as particular and spatially bound. This, the paper argues, reflects a hierarchisation of ideas based on an assumption of the superiority of ‘Western’ education, which results in processes of pedagogical othering. The paper further argues that international teaching internships represent an important avenue to critically discuss educational values and examine how values impact pedagogical practice, furthering students’ professional development.

The Contribution of Kampus Mengajar Program to the Students’ Personal Development and Employability

This research aimed to examine the effect of Kampus Mengajar program experience on personal development and employability, with the usefulness of the program as an intervening variable. This study applied the quantitative method with causality research design and the Structural Equation Model (SEM) for the research analysis approach. The data collection technique used the Likert scale questionnaires sent through a Google form. 62 students of the Accounting Education Study Program joined Kampus Mengajar program Batch 1 and Batch 2. The data were analyzed by software SmartPLS 3 with a Partial Least Square (PLS) approach. The first step of the analysis was model measurement, which consisted of construct reliability, construct validity, and discriminant validity. The second step was structural model measurement to examine the hypotheses which comprised of R2 value, f2 value, direct effect, and indirect effect. The result revealed a direct and significant effect of Kampus Mengajar experience on program's usefulness. Besides, Kampus Mengajar experience showed an immediate and significant effect on each personal development and employability variable. Another research result showed an indirect significant effect of Kampus Mengajar experience on personal development with the program's usefulness as an intervening variable. This study concludes that Kampus Mengajar program as a teaching internship program positively influences students, and thus, this program needs to be followed up.