Pre-Service Teachers’ Perceived Level of Teaching Skills

Abstract

To enable pre-service teachers acquire certain teaching skills, well-planned educational programs and well-trained teachers are needed to implement them. Indeed, teacher education institutions hold a major responsibility in training qualified pre-service teachers, as it is essential for the welfare of a country and securing the quality of all educational levels from primary to tertiary education. To determine the level of teaching skills, a qualitative descriptive method was used with 96 pre-service teachers. The study adopted and modified a scale according to the needs of the study and validated by experts. The present study found that the pre-service teachers of Bukidnon State University (BukSU) generally are prepared for classroom work as revealed in the results of their internship in the laboratory school (which serves as the training ground where the education students of the University have their pre-service teaching) as well as during their off-campus experiences which consist of their roles as student interns and their ability to handle students’ participation. Qualitative research methods can be resorted in order to perform in-depth descriptive studies to investigate the differences in the teaching skills of pre-service teachers from different indicators.
 Keywords: pre-service teachers, teaching, skills, teacher education, internship

La práctica docente en línea del futuro profesor de inglés y la relación humana vivida

“…They do not see themselves as teachers but still as college students (Macías and Sánchez, 2015). These self-perceived missing teaching skills is a common concern that makes them feel insecure (Ramírez, 2020). Novice teachers identify that theory is emphasized over practice during their college stage (Akcan, 2016).…”

Pre-Service Teachers’ Professional Identities in Work Integrated Learning: Experiences from A South African University

“…This result is corroborated by the finding of Ramirez (2020), who reported high classroom management and communication skills for preservice teachers in their teaching practice. These competencies are considered key considerations in shaping an effective teaching practice (Mufidah, 2019), thus making them internationally viable and allowing them to face a modern and multifaceted society across continents with self-efficacy (Ramirez, 2020). Classroom management and communication skills are both constructs developed as professional identities by preservice teachers as they experience them in the WIL (Kelly, 1955).…”

Fen Laboratuvarini Düzenleme Süreci̇ne İli̇şki̇n Fen Bi̇lgi̇si̇ Öğretmen Adaylarinin Görüşleri̇

“…Öğretmenlerin laboratuvar ve araç-gereç kullanımı, deneyleri uygulaması, öğrencilerine deneyleri yaptırması gibi konularda aldıkları hizmet öncesi eğitimlerinin yetersiz olması, onların laboratuvar deneyimlerine ilişkin öz yeterliklerini, tutumlarını, algılarını ve kaygılarını olumsuz olarak etkilemektedir (Akıncı, Uzun, & Kışoğlu, 2015;Aydoğdu, 2017;Böyük vd., 2010;Demir, Böyük, & Koç, 2011;Kazempour, 2014). Bu bağlamda, öğretmen yetiştiren kurumların, öğretmen adaylarının alana ilişkin (örneğin, laboratuvar deneyimleri) yeterli bilgi ve becerileri kazanmalarına ilişkin sorumluluklarını gözden geçirmesi gerekmektedir (Adu-Gyamfi, 2020;Ramirez, 2020;Topalsan, 2017).…”