Teaching Practice Course Research Articles

A Study of the Pre-Service Trainee Teachers Problems in Designing Lesson Plans

Planning a lesson remains a challenging task for the teachers. The transition from a student into a pre-service teacher and turn out into an effective teacher is a challenging task in the teaching field. We all know the nexus between the significant roles of a lesson plan in an effective teaching-learning process. This study aims to analyze the pre-service trainee teachers' attitudes, ideas, and obstacles in designing lesson plans. The sample involved pre-service teachers who enrolled in a teaching practice course at the College of Education and Arts Northern Border University, Kingdom of Saudi Arabia. Fifty pre-service trainee teachers participated in the research and the data collected through casual informal interviews, daily and weekly lesson plans. This study used a methodological triangulation research design that combined ways of quantitative and qualitative data collection. This method offers better and localized insights about pre-service teachers’ attitudes of the lesson plan designing. Also analyze the problems in organizing and arranging the information related to the lesson or topic. The finding of the research revealed that the pre-service trainee teachers were well aware of lesson planning and its importance but, they found some problems during their planning.

Akran Değerlendirmenin Öğretmen Adaylarının Mesleki Bilgi ve Becerilerine Katkısının İncelenmesi

Bu araştırmanın amacı, akran değerlendirmenin sosyal bilgiler öğretmen adaylarının mesleki bilgi ve becerilerine katkısının incelenmesidir. Araştırma kapsamında ayrıca öğretmen adaylarının akran değerlendirmeye ilişkin görüşleri de araştırılmıştır. Araştırma karma yöntem yaklaşımlarından yakınsayan paralel desen kullanılarak tasarlanmıştır. Araştırmanın çalışma grubunu bir devlet üniversitesinin Sosyal Bilgiler Eğitimi Anabilim Dalında öğrenim gören 35 öğretmen adayı oluşturmaktadır. Araştırmanın nicel verileri Bektaş, Horzum ve Ayvaz (2010) tarafından geliştirilen Öğretmenlik Uygulaması Dersi Öğretmen Adayı Akran Değerlendirmesi Ölçeği ile toplanmıştır. Nitel veriler katılımcıların hazırladıkları yansıtıcı günlüklerden elde edilmiştir. Çalışmada elde edilen nicel veriler analiz edilirken tek yönlü varyans analizi (ANOVA), Kruskal Wallis testi, Mann Whitney U testi uygulanmış, Kendall’ın uyuşum katsayısı hesaplanmıştır. Nitel veriler ise betimsel analiz tekniği kullanılarak çözümlenmiştir. Araştırma sonucunda akran değerlendirmenin öğretmen adaylarının iletişim kurma ve değerlendirme, geribildirim, derse hazırlama ve dersi ilişkilendirme gibi mesleki bilgi ve becerilerine katkıda bulunduğu, eksik ve hatalı taraflarını görmelerine ve eleştirel düşünmelerine yarar sağladığı saptanmıştır. Öğretmen adaylarının akran değerlendirmeye ilişkin görüşlerinin büyük ölçüde olumlu yönde olduğu görülmüş, değerlendirmenin objektif olmadığı konusunda olumsuz görüşlere de ulaşılmıştır. Ayrıca araştırmada değerlendirmecilerin grupların sunumlarına yapmış oldukları puanlamalar arasındaki uyumun istatistiksel olarak anlamlı, düşük ve orta düzeyde olduğu bulunmuştur. Bulgular alanyazın ilişkisinde tartışılmıştır.

Assessing the Teaching Practice Processes of Preservice Teachers and Their Competencies of Mathematics Teaching within the Scope of Teaching Practice Course

The aim of this study is to examine the application process of preservice primary school teachers in primary schools within the scope of teaching practice course. In addition, the aim of this study is to evaluate the preservice teachers' mathematics teaching competencies by the practice teachers in their schools. For the purpose of the study, semi-structured interview technique was used from qualitative research methods. The sample of the study was composed of 17 primary teachers assigned as practice teachers in the school they study. The data were collected through semi-structured interviews with these teachers. As a data collection Tool, the interview form prepared by the researcher, which includes questions about the application process and Mathematics teaching competencies of the pre-service teachers who continue to practice throughout the semester was used. According to the findings, although the level of professional knowledge of the preservice teachers was generally good, it was not seen that they were sufficient in professional skills because of being inexperienced. The situations were the same specifically in the level of professional knowledge and skills in mathematics teaching. It was stated that pre-service teachers were generally willing to come prepared for the course and to prepare in cooperation with the teacher. It was stated that pre-service teachers had a positive relationship with students in the classroom, but discipline problems could arise when students felt it especially when the preservice teachers were unprepared.

Investigation of the Physical Education and Sport Teacher Candidates’ Attitudes towards Teaching Practice Course

Investigation of the Physical Education and Sport Teacher Candidates’ Attitudes towards Teaching Practice Course

Assessing the Performance of Student Teachers in a Bachelor of Education Programmes at the University of Technology, Jamaica

Teaching practice is an integral part of teacher education programmes around the world. All student teachers at the University of Technology (UTech), Jamaica are required to do a series of teaching practice courses, namely, one week of school observation, two weeks of team teaching, and 12 weeks of individual teaching. The main purpose of this study was to assess the performance of the student teachers in the Bachelor of Education Programmes at UTech, Jamaica. To answer the three research questions that guided the study, the ex-post facto research design was used. The scores from the theory lesson of 88 student teachers who participated in the 2011/12 teaching practice exercise were used. The results showed that some student teachers from the Business and Computing Studies programme got one to five visits during the teaching practice when compared to those in the Family and Consumer Studies, and the Industrial Technology groups who had three to five visits, respectively. The results showed that for Lesson Preparation, there was a statistically significant difference between the student teachers in the Business and Computing Studies and the Family and Consumer Studies. For Lesson Delivery, there was a statistically significant difference between the Business and Computing Studies and the Industrial Studies student teachers. There were no differences in the other two domains (Professionalism & Classroom Management, & Communication Skills). The results also showed that there was a weak positive relationship between the scores awarded by the programme and education specialists to the student teachers in the Business and Computing Studies only. There were no significant relationships for the scores awarded to the student teachers in the Industrial Technology, and Family and Consumer Studies programmes. Based on the findings, some recommendations were made on how to improve the teacher preparation programmes, including the teaching practice exercise.

Effect of practicum courses on pre-service teachers’ beliefs towards chemistry teaching: a year-long case study

In this study, we examined the effect of School Experience (SE) and Practice Teaching (PT) courses on pre-service chemistry teachers’ beliefs towards chemistry teaching over a one-year period. To reach this purpose, participants’ beliefs and experiences towards chemistry teaching were monitored closely throughout the varied phases of the two practicum courses. Two pre-service chemistry teachers participated in the study. Data were collected via semi-structured interviews, observation notes, CoRes and reflection papers. Semi-structured interviews focusing on the pre-service teachers’ beliefs regarding chemistry teaching were conducted three times while participating in the SE and PT courses. During the PT course before their teaching experiences the participants prepared CoRes, and after their experiences they critiqued their own performances. Moreover, the participants were observed during their student-teaching experiences to identify how they transfer their beliefs into their teaching. Data were analyzed via inductive analyses. Results indicated that both pre-service teachers had stable core beliefs derived from their own experiences as students that remained constant during these courses and guided their practical instruction. Although both participants attended the same courses during the teacher education program, their attitudes while taking the educational courses were different. Factors that shaped pre-service teachers’ beliefs towards teaching were presented as the practicum courses enriched with CoRes and reflection papers, observing their mentors, experiences gained from microteaching sessions, and pedagogical and methods courses taken during the pre-service teacher education program. Implications for the formation of pre-service teachers’ beliefs towards teaching throughout pre-service teacher education programs were provided.

Classroom management problems pre-service teachers encounter in ELT

Different ideas and different perspectives on classroom management have long been debated. This study opens a new horizon in classroom management issue by shedding light on the classroom management problems and strategies to overcome these problems by student-teachers at teaching practice courses. The research was designed with a mixed method by using both qualitative and quantitative data from the 4th year students at English language teaching (ELT) department at Balıkesir University. The data were collected through semi-structured interviews with senior students. The main interest of the study was to understand the classroom management problems of ELT student-teachers and their strategies to cope with these problems. The results revealed that classroom management problems generally stem from the noisy and talkative students and crowded classes. The solutions of senior year students include using different teaching methods with well-organised activities and setting good relationships with the students.
 Keywords: Classroom management, problems, teacher training, classroom management strategies.

Matematik Öğretmeni Adaylarının Kullandıkları Soruların İncelenmesi: Öğretmenlik Uygulaması Dersinden Yansımalar

Bu çalışmada matematik öğretmeni adaylarının, Öğretmenlik Uygulaması dersi kapsamında yürüttükleri derslerinde kullandıkları soruların “ön bilgileri kontrol etme, odaklama, kavram yanılgılarını belirleme, yönlendirme, sorgulama ve değerlendirme” amaçları doğrultusunda incelenmesi amaçlanmıştır. Çalışmaya bir devlet üniversitesinin Ortaöğretim Matematik Öğretmenliği programına devam eden altı 5.sınıf öğretmen adayı katılmıştır. Çalışmada her bir öğretmen adayının Öğretmenlik Uygulaması derslerinde yürüttükleri ikişer ders saati gözlemlenmiş ve kullandıkları sorular tümdengelimsel içerik analizine tabii tutulmuştur. Elde edilen bulgulara göre, öğretmen adayları ön bilgileri kontrol etme boyutunda sorulara daha fazla yer verirken sorgulama ve kavram yanılgılarını belirleme boyutlarında ise çok az soruya yer vermişlerdir. Öğretmen adayları bir de öğrencilerle diyaloglarını kısa tutma ve öğrencilerin düşüncelerini derinleştirememe anlamında bazı soruları niteliksel açıdan yetersiz kullanmışlardır. Elde edilen sonuçlardan hareketle öğretmen adaylarının kullandıkları soruların işlevini fark ettirecek ve bu soruların derinliğini artırmalarını sağlayacak uygulamaların öğretmen yetiştirme programlarına entegre edilmesi önerilmiştir.

Effectiveness of the teaching practice program for preparing students teachers at Education Faculty in Arhab – Sana'a University from Students’ perspectives in the Academic year 2015/2016

The study aimed to explore the degree of effectiveness of teaching practice course in the bachelor degree of Teacher Education Preparation at the Faculty of Education, in Sana'a University – Arhab branch, from Students’ perspectives in the Academic year 2016/2017. To achieve this aim, a questionnaire, consisting of 61 items was developed. The questionnaire covered four dimensions: educational supervisor, cooperative teacher, cooperative school, and development of educational competencies. A sample of (66) students were selected randomly from the fourth level. The study results showed that the highest degree of effectiveness was in the dimension of “development of educational competencies” which scored a mean of (3.02), which also indicated a medium degree of effectiveness. The next score was to the dimension of “educational supervisor” which was (2.63). The other two dimensions, “the cooperating teacher” and “the cooperating school”, scored the means of (1.40), (1.86) respectively. These two values indicate low degree of effectiveness. Finally, the study presented recommendations that would contribute to the development of the teaching practice program in the colleges of education of Sana'a University to achieve the desired objectives.
 Keywords: Teaching practice, Faculty of Education, Arhab, Sana'a University, Student teacher preparation

THE CHALLENGES OF TEACHING PRACTICE OF UNDERGRADUATE MATHEMATICS STUDENTS

Pedagogical formation education certificate program is a training program that enables the 4th grade students of the mathematics department of the science and literature faculty to qualify for the teaching certificate required to become a teacher. The students of Niğde Ömer Halisdemir University mathematics department participates in the course that the education faculty have prepared. In this program, for the practice teaching course, the students spend 2 hours of theory at the faculty and 6 hours of practice in a high school in Niğde city center. The lecturer observes that the students who are carrying out the theoretical part of the course are deficient in the use of tools and materials, are inadequate in preparing the lesson plan, lack of mastery of the subject and lack of skills in using the board: teachers in the application notes that teacher candidates have difficulties in communication with high school students. The purpose of this study is to explain what the formation students think about difficulties encountered by them in in the practice school. It is believed that this study will help students to develop their skills on weekly basis in an activity file that will be prepared in the form of lectures, lesson planning, classroom dominance, appropriate use of equipment.,

Evaluation of Pre-Service Teachers' Perceptions For Teaching Practice Course

Pre-service teachers gain experience, positive and negative attitudes towards teaching-learning process, school administration, teacher, student and even school in teaching practice course in pre-service teacher training programs. The purpose of this research was to identify pre-service teachers' perceptions of teaching practice course. Case study research design was used in this qualitative research method. The study group of the research comprised of 42 pre-service teachers who took teaching training course in 2014-2015 academic year. The purposeful sampling method was used to determine the study group. The data was derived from the semi-structured interview form. Content analysis was employed to analyze the data. The themes were generated as a result of the analysis. The results of the research indicate that pre-service teachers gain experience in teaching profession and be self-confident, learn to be patient and use materials and acquire the importance of communication. On the other hand, they notice some negative cases such as teachers' failures in classroom management, lack of materials, school administrations' negative attitudes and behaviors and teachers' being passive in discipline matters. To overcome these negative cases, suggestions were put forward.

Examining Mathematics Pre-service Teachers’ Experiences of School Practicum

This article presents findings from research about a practice teaching course designed to help mathematics pre-service teachers to learn from the practices of school teachers and supervisors. For this reason, the aim of this study is to research the contribution of the practicum course to the teacher candidates understanding of the teaching process. The participants in this study were 61 pre-service teachers, enrolled in a required six-hour teaching practicum course taught in the last year of the mathematics education program at a large state university located on the north coast of Turkey. To answer the research question, information was primarily obtained from reflection reports prepared by the supervisor. Content analysis was completed to reveal the emerging themes and codes. The results indicate that practicum contributed in several ways to novice teachers’ view of teaching. These include preparing for the profession; application of theory-practice; getting to know students and being aware of the difficulties.

Master students’ scientific research design as a teacher training professional development factor

The paper proves that master students scientific research is the essence for teacher training professional development. The authors describe the model, substantiate approaches to master students scientific research position and content understanding based on their analyses of the experience of master students scientific research predictive model representation. Methodologically these are activity and research approaches; and their implementation principles are practice-oriented educational process principle, activity and creative content of education principle and the educational process personalization principle. The paper exposes to light the experience of master students scientific research organization pedagogical conditions implementation (scientific research building into the theoretical and practical courses of master degree program study; its presentation as a means of master students personal pedagogical experience and professional activity evaluation and correction; master students personal pedagogical experience use as a base in the process of theoretical course study; the connection of theoretical courses, practical trainings, work on masters thesis). The paper highlights peculiarities of master students scientific research organization process. These peculiarities are: the search of leading pedagogical experience, academic research organization; teaching practice and theoretical courses educational program composition on the basis of research and education problems solving and projects implementation; the educational research and scientific research practical training content connection with masters thesis subject; simulation training as a method of enquiry and transformation of pedagogical reality and etc.

Peer assessment through digital storytelling: experiences of pre-service IT teachers

PurposeThe purpose of this paper is to reveal the contribution of the digital storytelling to the peer assessments experiences of pre-service teachers within the teaching practices.Design/methodology/approachThe study is carried out as a special case study. Both qualitative and quantitative data gathering tools were used together to investigate a special case in depth (Yıldırım and Şimşek, 2011; Çepni, 2007). In this study, the case investigated was the process whereby the senior year pre-service teachers enrolled in the faculty of education provided assessments of themselves and their peers through the teaching practice course, using digital storytelling. The contributions of the assessment method employed, in the experiences and personal development of the pre-service teachers, were investigated through interviews with pre-service teachers involved.FindingsThe results suggested that pre-service teachers’ perspectives were quite positive toward the use of digital storytelling for peer assessment in their teaching practices. The prominent contributions were: they caused easily tolerate personally as they did not take a direct form, and that they considered peer assessment through digital storytelling as an alternative means of assessment to effectively reflect the process. Receiving more detailed feedback about their classroom experiences and their teaching skills was helpful for pre-service IT teachers. Suggestions due to the findings were also included.Originality/valueIn the study, peer assessment digital stories in the teaching practice courses offers the benefits of confidence with, different perspectives, satisfaction, and objectivity. These benefits can help pre-service teachers to focus on shortcomings regarding their teaching experiences, and take care for the correction. Further studies can be provided about the digital storytelling processes in various assessment processes of the instructions to reveal the potential of digital narratives in other domains as well.

Bronchial blocker positioning: learning curve and confidence in its use.

Despite being simple and safe to use and cheap, EZ blocker (EZB) remains underused probably because it requires particular skills in recognizing airway and in using fiber-bronchoscopy to check the exact position of their cuffs. Thus, we planned an education training program on the use of EZB for novices in anesthesia and evaluated the number of procedures required for the acquisition of the skills of this technique. The educational training program included three different phases as follows. The first phase included a lecture on the utility of one-lung ventilation in thoracic surgery, on the use of the fiber- bronchoscopy and on the characteristics of EZB. The second phase consisted in a practical teaching course performed on a manikin model to acquire the skills in EZB. The third phase was a clinical training where each participant performed a defined number in patients scheduled for thoracic surgery procedures. The acquisition of dexterity and satisfaction were then statistically valuated. The dexterity in placing EZB significantly increased after six attempts (P<0.1). Participants acquired skills in correcting position EZB after 15 attempts. Participants increased their level of confidence with EZB (score 5.7±1.3) and were highly satisfied with the training received (score 5.8±1.6). EZB is a valid strategy for obtaining one lung ventilation. Thus, it should be included in the armamentarium of all anesthetists interested in the field of thoracic surgery. Our teaching course seems to be a valuable method to instill easily and speedily in training novices in anesthesia the skills in placing EZB.

Matematik Öğretmeni Adaylarının Öğrenciyi Tanıma Bilgilerinin İncelenmesi: Bir Ders Analizi Çalışması

The purpose of this study is to reveal how the development of teacher candidates’ knowledge of student is affected by the Teaching Practice course, which presents the opportunity to systematically analyze and reflect learning-teaching activities based on video recordings. The classes were conducted in the usual way with the first group of 12, whereas with the second group of 12 – formed voluntarily – the lesson analysis framework was integrated. A test consisted of 8 open-ended items was used to evaluate teacher candidates’ knowledge of learner. In conclusion, teacher candidates participated in lesson analysis integrated Teaching Practice course performed much better in both identifying learning difficulties and putting forward suggestions. It could be proposed that the Teaching Practice course should be organized with the teacher candidates doing lesson analysis on their own practices.

A Change of Mathematics Teaching Efficacy of Pre-service Mathematics Teachers in Teaching Practice Course

The purpose of this article is to study the change of mathematics teaching efficacy of pre-service mathematics teachers in teaching practice course. For this purpose we collect data through questionnaire from 61 pre-service mathematics teachers. To make a questionnaire we rearrange Ryang's MTES item...

Performances of Pre-Service Teachers in their Practice Teaching and Field Study Courses

This study aimed to assess the Performance of Pre-Service Teachers on their Field Study Courses (FSCs) and Practice Teaching Courses (PTCs). This utilized the descriptive research design in which questionnaires were used to gather data. The study shows that there is no significant relationship between the respondents’ level of competencies and academic performance on field study courses, same results was manifested between the respondents’ level of competencies on field study courses and their academic performance in practice teaching which leads to a conclusion that their competencies does not have anything to do with their actual teaching performance as determined through their academic achievement. Moreover, the results show a significant relationship between the academic performances of the Pre-Service Teachers in their Field Study Courses (FSCs) with their Practice Teaching Courses (PTCs) which goes to show that obtained grades are directly proportional with each other. Keywords : Experiential Learning, Field Study Course, Teacher Education, Practice Teaching

Analyzing the Material Choices of Classroom Teacher Candidates during Teaching Practice Course

Bu araştırmanın amacı öğretmen adaylarının, Öğretmenlik Uygulaması dersi sürecinde öğretim materyali kullanma tercihleri ve bu materyalleri kullanma ilkelerine uygun olarak kullanma yeterliklerinin belirlenmesidir. Öğretmen adaylarının ders anlatırken kullandıkları materyaller, Öğretmenlik Uygulaması dersi kapsamında gittikleri uygulama okullarında konu anlattıkları sırada aynı sınıfa giren diğer öğretmen adayı tarafından çekilen videolardan oluşan dokümanların incelenmesiyle betimlenmeye çalışılmıştır. Araştırmanın çalışma grubunu 16 kadın, 4 erkek sınıf öğretmeni öğretmen adayı oluşturmaktadır. Araştırmada araştırmacı tarafından hazırlanan materyal tercihleri ve kriterleri formu kullanılmıştır. Veriler incelendiğinde öğretmen adaylarının büyük çoğunluğunun (N=13) “Yazı Tahtası” kullandıkları görülmektedir. Bunu 12 öğretmen adayı ile “Çalışma kâğıdı” takip etmektedir. Öğretmen adaylarının 8’i “Ders Kitabı”, 7’si “Basit araçlar”, 5’i de “Akıllı Tahta” materyalini ders anlatımı sırasında kullanmaktadır. “Yazı Tahtasını” ders anlatımında materyal olarak kullanan öğretmen adaylarının %46.2’si tahta kullanım kurallarına uygun kullanmış, %30.8’i kısmen uygun kullandığı video kayıtlarından tespit edilmiştir.

The Views of Teacher Candidates Attending the Pedagogical Formation Program Regarding the Teaching Practice Course

&lt;p style="text-align:justify"&gt;One of the important aspects that increase the efficiency of learning is well trained teacher. Besides, increasing quality and ensuring permanent learning is undoubtedly dependent on teacher’s effort to achieve these and active participation of student in the teaching process more actively and willingly. This study was conducted to review the views of teacher candidates for the practices they performed at relevant schools in the scope of teaching practice. In the study, it was aimed to determine what teachers have carried out for the teaching process to be more qualified. In the study, six open-ended questions were asked to 26 teacher candidates, working at central district of Tokat province during the spring semester of 2015-2016 academic year, received pedagogical formation, agreed voluntarily respond to the information on the form in pre-interview. The study conducted qualitatively. In the analysis of the data, descriptive analysis technique from qualitative data analysis techniques was used. According to findings, it is seen that participants experienced various problems during teaching practice. The participants found short haul and temporary solutions that they usually developed by themselves to overcome their problems that they experienced. The majority of the participants expressed that they benefited from teaching practice course in the topics of lecturing, addressing, recognizing students, communicating with students, classroom management and attracting attention. The majority of the participants stated that teaching practice satisfied their expectations from this practice. It was found that the participants didn’t have enough knowledge about the practice itself, so their expectations from this practice was low. The fact that participants' expectations were low and they didn’t have enough knowledge about the practice shows that the practice in question satisfied their expectations easier and faster. Regarding the participants' expectations about how teaching practice should be and what it should include; they expect for teaching staff and practice teacher to get more involved with participants and course; the lesson plans to be more planned and functional, the communication of instructors, and practice teachers at school to be better.&lt;/p&gt;