Personality among trainee teachers: A case study in a university in Malaysia

2013 ◽  
Author(s):  
Aslina Ahmad et al
Keyword(s):  
Trainee Teachers

scholarly journals Teacher's digital fluency: a new competence for foreigh language teaching

2013 ◽  
Vol 13 (3) ◽  
pp. 711-739
Author(s):  
Isis da Costa Pinho ◽  
Marilia dos Santos Lima
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Digital Technologies ◽  
Foreign Languages ◽  
Digital Tool ◽  
Teachers Perceptions ◽  
Trainee Teachers ◽  
Digital Fluency

This paper reports on a case study research focusing on digital fluency as a new competence for teaching foreign languages through technology. The data were generated on a training course having as its main purpose the investigation of pre-service and in-service teachers' perceptions about the relevance of digital fluency and the pedagogical use of digital technologies for foreign language (FL) teaching and learning. The trainee teachers were asked to work in groups with the purpose of exploring Windows Movie Maker software in order to create a movie addressing the importance of digital fluency and the potential of this digital tool in FL teaching and learning. The results suggest that digital fluency was considered a necessary competence for the creation of more attractive and dynamic lessons that motivate meaningful FL production.

scholarly journals How Do Plurilingual Teacher Trainees View the CLIL Challenge? A Case Study

2021 ◽  
Vol 63 ◽  
pp. 33-56
Author(s):  
Enrique Cerezo Herrero ◽  
Rosario García-Bellido
Keyword(s):  
Teacher Training ◽  
Education System ◽  
Main Idea ◽  
Point Of View ◽  
Trainee Teachers ◽  
Training Methodology ◽  
Teacher Trainees ◽  
Flow Charts ◽  
Valencian Region

The Valencian region is a Spanish autonomous community with a long-standing tradition in bilingual education. However, as opposed to some other Spanish regions, attention towards the linguistic education system from the point of view of research has been scarce. On this basis, the present investigation seeks to analyze the plurilingual education system of the Valencian region currently in force from the perspective of trainee teachers. To this end, a study has been conducted with three focus groups. The narrative produced by the participants has been analyzed taking into consideration four major dimensions, namely plurilingual programs, teacher training, methodology, and resources and materials. In this analysis, the main idea underlying each dimension has been identified and then the information has been synthesized in flow charts that broadly represent the information conveyed by the groups. The results obtained evince a lack of initial and continuous teacher training in plurilingual issues, a reality which translates into a low level of linguistic competence and methodological lacunae, as well as a lack of tailored-made teaching materials. There is thus an urgent need to revisit major aspects of the plurilingual programs and bring about certain changes that could contribute to their improvement and consolidation.

scholarly journals Developing pre-service primary teachers’ understanding of engineering through engineering habits of mind and engagement with engineers

2021 ◽  
Author(s):  
Janet R. Hanson ◽  
Sally Hardman ◽  
Sue Luke ◽  
Bill Lucas
Keyword(s):  
Science Teachers ◽  
Primary Teachers ◽  
Habits Of Mind ◽  
Trainee Teachers ◽  
Integrated Stem ◽  
The Status ◽  
Primary Curriculum ◽  
Service Training ◽  
And Mathematics

AbstractThis paper explores how primary teachers might be prepared through their pre-service training to feel more confident to include engineering in their teaching. Prompted by concerns about young people’s lack of interest in STEM subjects and careers, engineering is gradually gaining visibility in the primary curriculum in several forms, particularly through integrated STEM programmes. However, the status of engineering relative to science, technology and mathematics remains contested in schools and engineering has low visibility in pre-service preparation programmes for primary teachers. Therefore, this case-study investigated how two strategies might give students learning to be primary technology, computing and science teachers greater confidence to introduce the concept of engineering into their teaching. By reframing engineering as engineering habits of mind and by giving students experience of engaging with practising engineers, the study found that it was possible to enhance primary trainee teachers’ understanding of the world of engineering and increase their confidence to introduce engineering habits of mind in lessons with primary children. The paper concludes with some implications for practice of this approach.

scholarly journals Are Future School Teachers Qualified to Teach Flood Risk? An Approach from the Geography Discipline in the Context of Climate Change

2021 ◽  
Vol 13 (15) ◽  
pp. 8560
Author(s):  
Álvaro-Francisco Morote ◽  
María Hernández ◽  
Jorge Olcina
Keyword(s):  
Climate Change ◽  
Social Science ◽  
Flood Risk ◽  
School Teachers ◽  
Trainee Teachers ◽  
Medium Level ◽  
The University ◽  
Preparedness To Teach ◽  
Future School

The aims of this research, based on a case study (trainee teachers of Primary degree and Secondary Education–MAES of the University of Valencia, Spain), are to analyse the students’ memories and perceptions of their training about floods; to examine the interest in teaching these contents in Social Science and/or Geography classes; and to analyse their proposals to improve teacher training. Methodologically, a questionnaire was distributed among 204 future teachers. The results indicate that the majority, in both groups, (degree and MAES) consider themselves to have a medium level of preparedness to teach these contents to schoolchildren (value of 3): 47.0% of the degree students and 47.4% of the MAES students. In both groups, the majority (89.2% degree; 57.9% MAES) indicate that they had not received training in the university or if they had, it had been insufficient. The study reveals that both those who have received training and those who have not believe themselves to have a similar level of preparedness. As the results of this study show, there is still a lot of ground to be covered in the field of education so that it may become an essential tool to generate a society that is more resilient to climate change.

scholarly journals Pre-service mathematics teachers’ nature of understanding of the tangent function

2020 ◽  
Vol 5 (2) ◽  
pp. 105-118
Author(s):  
Priestly Malambo
Keyword(s):  
Mathematics Teachers ◽  
Graphical Representation ◽  
School Mathematics ◽  
Advanced Mathematics ◽  
Structured Interviews ◽  
Trainee Teachers ◽  
Initial Task ◽  
Tangent Function

Mathematics teachers’ ability to translate and make connections between representations of functions requires investigation. Consequently, this qualitative case study article focuses on pre-service mathematics teachers’ nature of understanding of the tangent function; a function bearing unique characteristics compared with the sine and cosine functions. Twenty-two finalist pre-service teachers were conveniently selected and assessed concerning the ability to translate a tangent function to the graphical representation. Likewise, participants’ abilities to correctly explain this function and provide appropriate justifications for espoused perspectives were investigated. Although the teachers learned higher mathematics, their assessment was school mathematics-based. Descriptive analyses showed that only one teacher (5%) accurately completed the task. Eleven teachers (50%) did not provide graphs; suggesting a lack of knowledge required to change representation. Ten (45%) drew flawed graphs depicting a lack of understanding of discontinuity of the tangent function at certain angles and the role of a domain. Essentially, these demonstrated mere memorization of the appearance of the tangent graph. A purposive sub-sample of size six then participated in exploratory semi-structured interviews. The interviews allowed participants to elucidate their answers to the initial task. Content analysis of the transcripts corroborated the earlier finding as the interviewees could not coherently explain the tangent function, and failed to justify their reasoning. The teachers demonstrated a superficial understanding despite having studied advanced mathematics. This reinforces the view that studying advanced mathematics does not assure a relational understanding of school mathematics. Therefore, it is necessary for trainee teachers to explore school mathematics.

scholarly journals From ‘Prevent’ to ‘Enable’

2019 ◽  
pp. 246-273
Author(s):  
Kay Sidebottom ◽  
Kay Sidebottom
Keyword(s):  
Adult Education ◽  
Teacher Training ◽  
Education Policy ◽  
Transformative Learning ◽  
Ethical Challenges ◽  
Learning Spaces ◽  
Trainee Teachers ◽  
The North ◽  
Training Programmes

Given the increasing pressures on teachers in Further and Adult Education across a range of economic, political and managerial factors, this article argues that inquiry-based approaches to education can open up much-needed transformative learning spaces to the benefit of tutors, students and wider communities. Through the presentation of a case study, this article suggests that the inclusion of such ‘pro-social pedagogies’ in teacher training programmes will both equip teachers with tools to facilitate dialogue, and provide reflective spaces in which they can consider their own positions regarding challenging education policy. The case study, a ‘community philosophy enquiry’ into Prevent and Fundamental British Values involving trainee teachers in the North of England, is outlined and the ethical challenges considered.  The approach taken is based on a posthuman ‘ethics of affirmation’ (Braidotti, 2012) and a nomadic ontology which facilitates change through the joining together of agents for transformation, across a series of on- and off-line rhizomatic assemblages.  The article concludes with recommendations for the further implementation of democratic educational practices such as community philosophy, which allow space and time for discussion and dissent.

scholarly journals Dispositif Hybride De Formation Universitaire Des Enseignants : Etude De Cas

2018 ◽  
Vol 14 (28) ◽  
pp. 15
Author(s):  
Samar Zeitoun ◽  
Rima Malek
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Learning Process ◽  
Academic Context ◽  
Teachers Perceptions ◽  
Trainee Teachers ◽  
University Courses ◽  
Number Of Factors ◽  
Points Of View

The adoption of blended learning is an under-researched process in the Lebanese academic context, especially when students are teachers in professional development. Although the movement towards blended learning is generally initiated in some university courses, little research has investigated teachers' perceptions of the factors that determine their success and minimize resistance, especially at the level of delivery. This article explores the adoption of hybrid training in a course at the Lebanese university. This case study explores, based on the questionnaires administered to a sample of 65 trainee teachers, the concept of blended learning from their points of view. The questionnaire included five main lines based on the literature such as (a) learning process, (b) trainer support, (c) equipment, (d) collaboration and (e) technology. The results indicated that teachers were satisfied with both their participation in the course and the knowledge gained during the training as well. The results also revealed a number of factors to consider when designing such courses in the Lebanese context.

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