Vocational education faculty students’ impressions of practice teaching schools and teachers

Güven, Semra

doi:10.1016/j.sbspro.2010.03.361

Cited by 4 publications

(3 citation statements)

References 2 publications

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“…In this process, they should have a chance to practice the things which are considered as the basics for their job. Many studies conducted in this area reveal that pre-service teachers need more practical training (Baskan, Yildiz & Tok, 2013;Fook, 2012;Güven, 2010;Li & Lowe, 2006). It is believed that learning how to teach must be practical, and for teachers mentoring and their practices in real classroom settings is essential (Naylor, Campbell-Evans & Maloney, 2015).…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Pre-Service Teachers’ Perceptions of their Competency for the Teaching Profession

Balyer¹

2017

Cumhuriyet International Journal of Education

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The main purpose of this research was to discover pre-service teachers' perceptions of their competence and their readiness for the teaching profession. The research employed a survey method, and the sample consisted of 993 pre-service teachers. The data were collected through the Pre-Service Teachers' Competency Scale (PTCS) adapted by the researcher based on Foster's research called "INTASC Standards for Beginning Teachers (2001)". The responses were indicated on a 5-point Likert scale and the Cronbach Alpha coefficient was .96 and the weighted arithmetic means and the standard deviation were also calculated. The one-way variance analysis (ANOVA) was implemented to determine if there is a significant difference in terms of gender and department. The oneway multivariate variance analysis (MANOVA) was also applied to assess differences between the independent groups. Results revealed that the pre-service teachers perceived themselves competent and ready for their career. When the participants' perceptions are considered, there was a significant difference in departments, while there was not significant difference in terms of gender. It is suggested that the authorities of the Higher Education Council (YÖK) and the Ministry of National Education (MoNE) work collaboratively to make the teacher training system better to catch up with the latest developments.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Pre-Service Teachers’ Perceptions of their Competency for the Teaching Profession

Balyer¹

2017

Cumhuriyet International Journal of Education

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“…Results of the research conducted, in comparison to research data from other countries (Baskan, Yildiz, Tok, 2013;Fook, 2012;Güven, 2010;Li, Lowe, 2006), lead to the statement that teaching practice in different countries is related to both positive and negative experiences of students and is basically exposed to identical problems of accomplishment of objectives of teaching practice. They reflect pre-service teachers' attitude towards teaching practice in school, the prestige, social status of the teacher's profession in different countries.…”

Section: Discussionmentioning

confidence: 94%

Experience in Teaching Practice of Pre-service Teachers: Analysis of Written Reflections

Rauduvaitė

Lasauskienė

Barkauskaitė

2015

Procedia - Social and Behavioral Sciences

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Teacher training institutions have a mission of high responsibility to train competitive educators for change and future schools. Researchers highlight the need for relation between theory and practice as well as interaction between personal and professional experiences. The article reveals the characteristics of personal professional experience gained in accomplishment of objectives of teaching practice by students studying music pedagogy. The analysis of written reflections highlights positive and negative factors that may have impact on implementation of students' pedagogical competencies during their teaching practice.

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“…Two models in which schools play prominent roles in the education of teachers are PDSs in the USA (Abdal-Haqq 1998;ed. Darling-Hammond 2005;Gűven 2010) and teacher training schools in Finland Tuovinen 2008) and recently also in South Africa (Gravett 2015;). However, the most prominent model that prevails worldwide is placing students in a variety of schools for specified periods with little direct collaboration and dialogue between university-based teacher educators and school-based mentors of student teachers.…”

Section: Introductionmentioning

confidence: 99%

Self-directed learning in teacher education: Lessons from Finland

Mentz¹,

Beer²

2020

NWU Self-Directed Learning Series

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to a rigorous twostep peer review process prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript should be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research justificationThis book disseminates original research on learning in and from practice in pre-service teacher education. Authors such as Lederman and Lederman (2015:670) have described the student teaching practicum or work-integrated learning (WIL), which is an essential component of pre-service teacher education, as the 'elephant in the room'. These authors noted that '… the capstone experience in any teacher education programme is the student teaching practicum … (a)fter all, this is where the rubber hits the road' (Lederman & Lederman 2015:670). However, many teacher educators will agree that this WIL component is sometimes very insufficient in assisting the student teacher to develop an own footing and voice as a teacher. This is the 'gap' that this research book addresses.Most of the chapters in the book report empirical data, with the exception of two chapters, that can be categorised as systematic reviews. Work-integrated learning is addressed from various angles in the chapters. Chapter 6 focusses on research related to what makes Finnish teacher education so effective, and in Chapter 4, researchers of the University of Johannesburg disseminate their findings on establishing a teaching school (based on Finnish insights) in Johannesburg. Chapter 3 highlights the challenges faced in open learning and distance learning teacher education contexts. Several of the chapters disseminate research findings on alternative interventions to classic WIL, namely, where 'safe spaces' or laboratories are created for student teachers to learn and grow professionally. These could either be simulations, such as software programs and avatars in the intervention described in Chapter 2, student excursions, as portrayed in the findings in Chapter 5, Chapter 7 and Chapter 10, or alternative approaches to WIL (e.g. Ch. 11 and Ch. 12).The book is devoted to scholarship in the field of pre-service teacher education. The target audience of this book comprises scholars working in the fields of pre-service teacher education, WIL and self-directed learning.The book makes a unique contribution in terms of firstly its extensive use of cultural-historical activity theory as a research lens, and secondly in drawing on various theoretical frameworks. Both quantitative and qualitative research informed the findings of the book.In accordance with the requirements of the De...

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Vocational education faculty students’ impressions of practice teaching schools and teachers

Cited by 4 publications

References 2 publications

Pre-Service Teachers’ Perceptions of their Competency for the Teaching Profession

Pre-Service Teachers’ Perceptions of their Competency for the Teaching Profession

Experience in Teaching Practice of Pre-service Teachers: Analysis of Written Reflections

Self-directed learning in teacher education: Lessons from Finland

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