Training Teachers’ Perspectives of the Effectiveness of the “Academy-Class” Training Model on Trainees’ Professional Development

Abstract

This study attempts to examine the effect of the new “Academy-Class” teacher training model on trainees’ professional development according to the training teachers’ perspectives. The participants were 60 training teachers who trained student teachers from the Arab sector from different departments (English, mathematics, science, and Arabic) who were in their third year of studies in the College of Sakhnin for Teacher Education in northern Israel. The training teachers who were chosen to participate in the “Academy-Class” program were from different teaching training schools. The research question was: What is the effect of the new “Academy-Class” model on the trainees’ professional development from the training teachers’ perspectives? In order to answer the research question, the researchers developed research tools involving a questionnaire and interviews to achieve the study purpose. A group of teacher education experts from the College validated these tools. The researchers also measured reliability of the tools after testing them on a pilot group. The participants filled out the questionnaire and were interviewed before and after participating in the program. The study findings show an improvement in the attitudes of training teachers from the beginning of the program to its end in all aspects: reflective mentoring; approaches in teaching and learning; and the integration of preservice teachers into the education system and co-teaching.

A Study on Science Teaching Efficacy Beliefs During Pre-Service Elementary Training

“…A teaching workshop based on traditional methods is not sensibly effective in modifying trainee teachers' ideas about their science teaching efficacy beliefs, and, more generally, about teaching science at elementary school, even if experienced elementary school teachers tutored the trainee teachers. This is a result documented in the literature, where traditional teacher training is credited to make often trainee students feel a disconnection between the theories they study in their university courses and the practice the experienced teachers ask them to apply in their didactic projects (Assadi et al, 2019). Yue & Liu (2019) pointed out that teachers trained traditionally may feel that such kind of training is not effective or targeted, or show difficulty in scientifically tackling real-life situations (Ernest, 1989).…”

Training Teachers’ Perspectives on Teacher Training and Distance Learning During the Covid-19 Pandemic

“…Another study by Assadi et al (2019) examined the perceptions of training teachers toward the Academy-Class program and found them to be essentially positive. Pedagogic instructors agreed that the Academy-Class program optimizes the integration of teacher students at schools; yet, they commented that the collaboration between the expert teachers and the training teacher is critical for the model's success.…”

Theoretical Overview Of The Practicum Programs For Special Education Pre-Service Teachers

“…When the theoretical knowledge that is acquired in the college is translated into a practical aspect, it has the potential to form teachers with high academic abilities and knowledge, and to equip them with practical tools required to cope with their field placement. Other researchers perceive the practicum as a phase in which pre-service teachers are required to implement and practice theories in schools, under the supervision of more experienced teachers and special pedagogical instructors from the academy (Abu Ajaj & Abu Saad, 2020; Assadi et al, 2019).…”