Pre-service Teachers’ Views on the Effectiveness of Teaching Practice Course

Gorgoretti, Başak; Pilli, Olga

doi:10.1016/j.sbspro.2012.06.740

Cited by 12 publications

(9 citation statements)

References 4 publications

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“…One of the most important components of teacher education is field experience and teacher educators understand how crucial it is for preparing student teachers for the classroom [10]. The teaching practice course is regarded as one of the core courses in teacher education programs [11]. Pre-service teachers have the chance to learn about their skills, needs, and capabilities while engaging in teaching practice [11].…”

Section: Problem Statementmentioning

confidence: 99%

Beginning Teaching: Pre-Service Teachers' Experiences with Supported Teaching in Schools

Dorsah¹,

Abukari²,

Tindan³

et al. 2022

TECS

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The quality of teachers depends on the standard of teacher education. Every teacher training program should include teaching practice. The experiences that pre-service teachers face during supported teaching are what determine the caliber of training they get. The study aimed to identify pre-service teachers' experiences during supported teaching in schools. The study was carried out with pre-service teachers on a Bachelor of Education program at a Ghanaian College of Education.The study used a phenomenology design and a qualitative approach. Convenience sampling was used to select twenty (20) level 100 pre-service teachers comprising 12 males and 8 females. Data was gathered through in-depth, semi-structured interviews. Many of the experiences during supported teaching were related to classroom instruction. Participants also learned about inclusive pedagogy and became acquainted with the larger school community. Student-teachers also formed communities of practice and learned how to work together and share their experiences through peer collaboration. They also gained experience in teachers' professional characteristics and classroom management. Importantly, through supported teaching, they developed a positive perception of teaching as a profession. The study recommends that Colleges of Education should have a systematic mentoring program for mentors and students to use in supported teaching in schools. Mentors should get adequate training before student-teachers begin visiting partner schools.

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Section: Problem Statementmentioning

confidence: 99%

Beginning Teaching: Pre-Service Teachers' Experiences with Supported Teaching in Schools

Dorsah¹,

Abukari²,

Tindan³

et al. 2022

TECS

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“…However, a teacher needs to have clear understanding in order to be able to make learners get involved in deep learning activity. In this activity, learners do not only hear, see, note-take, memorize, describe, explain what they learn, and relate it to their own knowledge but also do and use what they learn and teach it to others, according to Glasser (1998), or apply and theorize, according to Biggs& Tang (2003). However, some teachers who claim themselves to be student"s centered are actually still teacher centered.…”

Section: Teaching Practicementioning

confidence: 99%

The Development of Pre-Service Teachers’ Teaching Performance in the Teaching Practice Program at English Department of State Islamic University of Antasari Banjarmasin

Mufidah

2019

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Teacher’s professional development is a long journey and it should be started from the college. The present paper discusses the development of pre-service teachers’ teaching performance at English department of State Islamic University of Antasari Banjarmasin when they were participating in the teaching practice program. It elaborates what they had done in the program and how their performance improved week by week. There were ten pre-service teachers who became the subjects of this report. The writer recorded their teaching techniques, media, and some feedbacks in a field note. An interview was also conducted to better understand their personal self-reflection on what they have achieved and to figure out their problems in teaching. The result of the study shows that the teaching practice program helped the pre-service teacher to develop their teaching performance by getting the feedback from the supervisor. The students’ ability to plan a lesson was improved week by week. They knew how to structure the lesson and write good lesson plan. In explaining the lesson, some common problems located on their pronunciation and grammar skills. Some also needed to know the way to manage and engage the students, and to close the lesson. The Pre-service teachers were able to use various media but they need to have better preparation to use them. In term of method used, CA, GTM, and ALM were commons method used by the students to teach various topics/ skills.

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“…Second, the issues commonly encountered lies in the management of time and classroom. For instance, it was observed that pre-service English teachers usually had ample time left after they had taught the students (Bertus, Matsum, & Syahrudin, 2018;Gorgoretti & Pilli, 2012;Tokmak & Karakus, 2011). Third, their mastery of teaching materials is also another problem usually faced during teaching internship, in addition, the inability to explain the subject matter also aggravates this condition (Afrilianti, Ulfah, & Achmadi, 2016).…”

Section: Introductionmentioning

confidence: 99%

Microteaching Guided by an Expert Secondary English Teacher: The Effect on Pre-Service English Teachers’ Pedagogical Content Knowledge

Aimah

Rukmini

Saleh

et al. 2020

PED

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This study aims to determine the effect of microteaching guided by an expert secondary English teacher on pre-service English teachers PCK, focusing on the changes before and after expert-guided microteaching. The equivalent time-series design involves a single-group, repeatedly assessed, with the treatment introduced between the measurements. Expert-guided microteaching significantly affects pre-service English teachers’ PCK and triggers them to know what to teach and how to teach for students.

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Pre-service Teachers’ Views on the Effectiveness of Teaching Practice Course

Cited by 12 publications

References 4 publications

Beginning Teaching: Pre-Service Teachers' Experiences with Supported Teaching in Schools

Beginning Teaching: Pre-Service Teachers' Experiences with Supported Teaching in Schools

The Development of Pre-Service Teachers’ Teaching Performance in the Teaching Practice Program at English Department of State Islamic University of Antasari Banjarmasin

Microteaching Guided by an Expert Secondary English Teacher: The Effect on Pre-Service English Teachers’ Pedagogical Content Knowledge

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Pre-service Teachers’ Views on the Effectiveness of Teaching Practice Course

Cited by 12 publications

References 4 publications

Beginning Teaching: Pre-Service Teachers&apos; Experiences with Supported Teaching in Schools

Beginning Teaching: Pre-Service Teachers&apos; Experiences with Supported Teaching in Schools

The Development of Pre-Service Teachers’ Teaching Performance in the Teaching Practice Program at English Department of State Islamic University of Antasari Banjarmasin

Microteaching Guided by an Expert Secondary English Teacher: The Effect on Pre-Service English Teachers’ Pedagogical Content Knowledge

Contact Info

Product

Resources

About

Beginning Teaching: Pre-Service Teachers' Experiences with Supported Teaching in Schools

Beginning Teaching: Pre-Service Teachers' Experiences with Supported Teaching in Schools