Preparation Of Prospective Teachers Research Articles

Prospective Pedagogues and Coaches Perspective on the Challenges and Solutions of Remote Studies

The conditions created by Covid-19 in the world and in Latvia have promoted the transition from traditional teaching and learning practices (contact lectures study form) to remote study form into the study process. The preparation of prospective teachers (University of Latvia) and coaches (Latvian Academy of Sport Education) is related to the need to develop various competencies. The purpose of the article is to analyse the opinions of 1st-year students, prospective preschool teachers and coaches about the benefits and difficulties of students in remote studies in the Covid 19 pandemic situation. We used theoretical method - analysis of scientific literature, and empirical methods - observation, negotiation (the total number of 1st year students in the 2021/2022 academic year in UL preschool teacher programs and LASE coaches’ programs was 590), content analysis, survey of selected 240 students (200 UL and 40 LASE) was conducted in the period from October 2021 to April 2022. The results of the empirical study show that the benefits and difficulties of distance learning have become more relevant, increasing the willingness to take responsibility for a self-directed learning process. Students are becoming more pragmatic, and goal oriented. They learn new skills and find operational solutions in various unusual situations. The research revealed that remote studies have promoted students' self-directed participation and initiative in improving the study process, self-management, and responsibility for the personal significance of their activities.

Methodological prerequisites for intercultural communicative competence development of prospective teachers during individual work

Abstract. Introduction. The article provides an overview of scientific works devoted to the preparation ofprospective teachers of the German language in the process of their individual work. The works of linguodidactistsare analyzed, as well as their scientific contribution to the development and formation of prospective foreignlanguage teachers' intercultural communicative competence. The article presents the scientific works of Ukrainianmethodologists and linguodidactists and demonstrates the current state of the research that concerns the problemof intercultural communicative competence development of the prospective German language teachers inthe process of their individual work. Purpose. Consideration of existing scientific works that touch upon theintercultural competence of prospective German language teachers' development in the process of individualwork. Methods. Analyzed the work ofscientists on each aspect of the topic under study. The analysis of these worksmade it possible to assess the level of elaboration of the issue. Reviewing the scientific papers, dissertationsand articles to determine the importance of our scientific research. There are presented publications that revealthe specifics of teaching undergraduate students in the process of individual work. The necessity of scientificresearch for the intercultural competence of prospective German language teachers' development in theprocess of individual work is determined. Conclusions. The educational and methodological support of theeducational process of undergraduate students majoring in Philology is considered. The relevance of the developmentof a scientific approach to highlighting the specifics of training future teachers of the German language duringtheir individual work is indicated. The absence of scientific and theoretical substantiations was revealed in orderto develop prospective German language teachers' intercultural communicative competence in the process ofindividual work.

Black People vs. Educational Culprits Engaged in Our Systemic Mass Incarceration in the United States of America

ABSTRACT Eight culprits in the systematic mass incarceration of black people are interrogated in this fictitious courtroom proceeding. Each defendant is somehow involved in the ecosystem of schooling that ruins the lives of millions of black students and their families via racist discipline policies and practices. Accountability for the insufficient preparation of prospective teachers and school leaders, as well as the inadequacy of professional development experiences for educators who currently work in schools across the United States, are emphasized in questions posed to defendants in this trial. Some others who contribute to and sustain the school-to-prison pipeline are implicated in the closing argument.

Assessment of workplace-based learning: key findings from an ECE professional master programme in Portugal

ABSTRACT Workplace-based experiences are considered centrally relevant in the professional preparation of prospective teachers. In spite of this, few studies have focused on the assessment of workplace-based learning (WBL) in early childhood education (ECE). This study aims to examine pathways of professional learning of students attending an ECE professional Master programme in Portugal, based on an authentic and participatory approach to assessment. A cohort of 62 students participated in this exploratory study. Data were collected through an assessment grid organised in four domains (observation, planning, action and reflection) and 25 dimensions, in two moments: interim regulatory assessment and final assessment. Key findings point to statistically significant differences between the two moments, showing the progress of students at the level of competences in all domains and dimensions. Results allow to identify tendencies on students’ learning pathways in core domains of professionalism and represent an input for understanding the effectiveness of the ECE professional Master programme.

Perceptions and Experiences of B.ED. Students About Internship and Sessional Work

The two-year B.Ed. programme has three components, i.e. theory, practicum and internship. Sessional work and internship programme in teacher education are of great significance because they ensure the preparation of prospective teachers in a professional manner. The study dealt with the perceptions, experiences and challenges of the pupil teachers during their internship and sessional work. The sample for the study was chosen from the college where the author was working and consisted of 80 student-teachers selected through random sampling. Data was collected using an openended questionnaire and semi-structured interviews. The results showed that studentteachers viewed the internship programme as a real opportunity to refine and improve their teaching skills in an actual school setting. Student-teachers were also of the view that the concerned supervisor played an important role in enhancing their teaching skills. The results of the interviews showed that hands-on experiences and longer duration of field experience helped the students in understanding the classroom teaching process in a better manner. The challenges perceived by student-teachers were mainly in the area of classroom management, long distance of practice school from home, a large number of lesson plans, conducting constructivist approach-based lessons at the school level, administration, scoring and interpretation of psychological tests, data collection for action research, preparing presentations for sessional work, etc. Some measures were also suggested by student- teachers for making the internship programme and sessional work more fruitful.

Gender equality in the context of ensuring human rights and its implementation in preparation of prospective teachers

Gender equality in the context of ensuring human rights and its implementation in preparation of prospective teachers

The Preparation of Secondary School Mathematics Teachers in South Africa: Prospective Teachers’ Student Level Disciplinary Content Knowledge

Teachers’ content knowledge impacts on what they teach, how they teach and what their students learn. In order to check whether the prospective teachers in a rural South African university know the mathematics content they are expected to teach in the schools, at least at the same depth as their future students expected to attain, the research on the Student-Level Disciplinary Content Knowledge (SLDCK) of a sample of 40 Bachelor of Education (Mathematics) students was conducted. The theoretical framework rests on theories on subject content knowledge of pre-service teachers. The data were generated from the performance of the prospective teachers in two tests on the selected topics in the South African senior secondary school mathematics curriculum and also from document analysis. It was found that the prospective teachers had only limited SLDCK on the topics that they were meant to teach in the schools. An in-depth analysis of the course modules offered at the university also revealed that the prospective teachers’ limited SLDCK was due to the curriculum constraints of the university. Effective teaching measures to close the gap in the SLDCK and changes in the teacher training curriculum of the university are recommended to enhance the preparation of prospective teachers of the country.

EVALUATION OF SELF-EFFICACY IN PROSPECTIVE PRIMARY SCHOOL TEACHERS IN THE CONTEXT OF MATHEMATICS TEACHING

Positive perception of one’s efficacy among teachers is a crucial factor affecting the quality of the teaching process. Many research studies suggest that self-efficacy in prospective teachers can be acted upon. It is therefore very important to focus on the preparation of prospective teachers in the context of undergraduate courses. The objective of the research study was to identify the level of self-efficacy among primary pre-service teachers of mathematics. The research sample comprised 77 students of primary teacher training enrolled in two study programmes aged between 21 and 26 years. The results were obtained by means of a newly developed tool Self-Efficacy of Prospective Teachers in Mathematics (SEPTM), which contained 37 items. The results of the research suggest that prospective teachers assess their readiness for future mathematics teaching in a positive way and trust their own abilities to use various teaching methods and procedures. Keywords: primary math education, prospective math teacher, teacher´s beliefs, teacher’s self-efficacy

Drop-outs, transformed professionals or change makers: prospective teachers’ beliefs acting as filters, frames and guides in pre-service education

ABSTRACTSituated in the context of English as a foreign language (EFL) pre-service teacher education in Israel, the study surfaces connections between student teachers’ (STs) evolving beliefs about teachers and teaching, their experiences during teacher education and career intentions. Findings distinguish between three distinct student teacher profiles as related to belief change and its influence on dispositions to learning and aspired career trajectories; the three groups differ in interpretation of knowledge and experience, conceptualising problems and approaching career planning. Our findings add nuance to the discussion of STs’ beliefs as a response to past experiences and the impact of the socio-cultural context on STs’ learning to teach. The findings are elaborated and discussed with implications for the preparation of prospective teachers.

Quando o instante é para sempre (ou: a experiência como oportunidade de formações matemáticas de diferentes professores)

Neste ensaio, produzo movimentos de escrita na tentativa de provocar efeitos nas discussões a respeito da formação matemática de futuros professores de matemática nos cursos de Licenciatura dessa área. No primeiro, minhas produções/travessias são em habitar espaços com as noções de experiência, estranhamento e descentramento, instituindo-as como oportunidades de diferentes formações. No segundo, minhas produções/travessias são com textualizações de entrevistas com educadores matemáticos e matemáticos que se posicionam a respeito de uma formação matemática de futuros professores de matemática. Em meio à afirmação “quando o instante é para sempre”, produzo efeitos não na direção de postular, prescrever, determinar, elencar aquilo que o professor precisa saber. Produzo, enfim, efeitos em tentativas de problematizar algumas verdades, em demarcar fronteiras fluídas que nos ofereçam outros horizontes, em fazer-me acreditar que outras formações são possíveis.

Reflective journaling: a tool for teacher professional development

ABSTRACTThis qualitative study explores the introduction of postgraduate education students to reflective journaling as a tool for professional development. Students were purposefully selected to keep a weekly journal in which they reflected in and on the activities (methodologies, techniques, strategies) they engaged in while executing a workplace assignment. Empirical results from the study demonstrate that while the students initially expressed reluctance and resistance to journaling, they subsequently became aware of the benefits of being consciously reflective; both for their own professional development and for the learners they taught. This outcome highlights the role of higher education institutions in the preparation of prospective teachers.

In Loco Paedagogus: The pedagogy of a novice university supervisor

The peripherality of the university supervisor during the student teaching experience has often been considered extraneous to the work of preparing preservice teachers. Despite the supervisor's potential to support learning, the low status of supervision in the preparation of prospective teachers has led to a lack of commitment in preparing, advising, and assisting novice supervisors entering the field. This self-study provides an insider's account of my practice as a novice university supervisor. My findings suggest that I constructed a pedagogy of field-based teacher education guided by a rationale I term in loco paedagogus, whereby I instruct students based on how I would react in a similar situation. Drawing on these findings, this article highlights the need to recognize how beginning university supervisors learn to teach teachers.

Implications of Certification and Teaching Longevity on Middle Level Teacher Preparation

The preparation of middle level school educators has been a topic of major concern for almost three decades. In this study, middle level educators were asked to rate the areas of field experiences, classroom management, student counseling, human development, curriculum design, educational technology, and philosophical foundations as to their importance in the preparation of prospective teachers. The data showed that longevity of experience was an influential factor in determining the importance of the areas to be included in middle level teacher preparation programs. Beginning (1 to 7 years) and highly experienced teachers (14 + years) rated six of the seven areas as being more important than did their colleagues with 8 to 13 years of experience. The level of certification (elementary, middle level, or high school) had little or no influence on educator preferences. Major implications of the study include the importance of providing quality field experiences for prospective middle level teachers and the necessity of revising current programs by incorporating the "social studies model."

Hands On: Help for Teachers

The preparation of prospective teachers to use manipulative in the classroom is a multidimensional task.

CEHAE: Five Steps for Teaching Writing

problem in composition is not that we are teaching it poorly, but rather that we are not teaching it at all. We are discovering that in the typical assignwrite-evaluate process there is really little or no actual teaching. Squire and Applebee found, for example, that English teachers on the average devote only fifteen per cent of class time to composition, and most of this occurs after the papers are returned.' Dwight L. Burton has identified the ability to teach composition as one of the major gaps in the preparation of prospective teachers:

Motives for Entering the Teaching Profession

Those persons who are concerned with the professional preparation of prospective teachers are likely to wonder about the nature and the strength of the influences that have actuated young men and women to prepare for the teaching profession. There are many young people who select teaching, not because they are stirred by a desire to render a professional service for which they are fitted by aptitude and inclination, but because they are led by the force of external influences and fortuitous circumstances. The same situation