Trainee Teachers' Perceptions of School-based Training in England and Germany with Regard to their Preparation for Teaching, Mentor Support and Assessment

2000 ◽  
Vol 8 (1) ◽  
pp. 63-80 ◽  
Author(s):  
Marion Jones
Keyword(s):  
Teachers Perceptions ◽  
Trainee Teachers ◽  
School Based ◽  
Mentor Support ◽  
Perceptions Of School

scholarly journals EFL Trainee Teachers‟ Perceptions of School Based Teaching Practice: Some Selected Teacher Education Colleges in Southern Ethiopia in Focus

2021 ◽  
Vol 5 (8) ◽  
pp. 47-52
Author(s):  
Manguday Mercho Bagaje*
Keyword(s):  
Teacher Education ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Quantitative Data ◽  
Teaching Practice ◽  
Group Discussion ◽  
Southern Ethiopia ◽  
Teachers Perceptions ◽  
Trainee Teachers ◽  
School Based

The perception one holds towards language teaching practice governs the failure or success of teaching practice. To this end, this study aimed to assess EFL traineeteachers’ perceptions of teaching practices in four selected teacher education colleges of southern Ethiopia. To address the objectives, the study employed mixed method design. 120 EFL trainee-teachers were selected through comprehensive sampling. Questionnaire, interview and focus group discussion were data collection tools. Questionnaire was employed to examine the perceptions of EFL trainee-teachers towards school-based teaching practice. Interviews was carried out to triangulate data from questionnaire. Focus group discussion was employed to corroborate the data from questionnaire and interview. The questionnaire was administered to all 120 EFL trainee teachers. Accordingly, the quantitative data were analysed using mean and standard deviation. Qualitative data were analysed descriptively. The finding from survey data revealed that EFL trainee teachers had positive perceptions towards school-based teaching practice. The findings from interview also supported the quantitative data result. The findings from the focus group discussion also supported the quantitative and qualitative results. Furthermore, the findings from Mann-Whitney U test revealed that there were no perceptions differences between male and female students due to gender.

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

scholarly journals Coaching Models of School-Based Prevention and Promotion Programmes: A Qualitative Exploration of UK Teachers’ Perceptions

2018 ◽  
Vol 10 (3) ◽  
pp. 287-300 ◽  
Author(s):  
Emma Ashworth ◽  
Ola Demkowicz ◽  
Ann Lendrum ◽  
Kirsty Frearson
Keyword(s):  
Teachers Perceptions ◽  
School Based ◽  
Qualitative Exploration

School Administrators and Physical Educators: A Scoping Review of Perceptions and Partnerships From 2000 to 2020

2021 ◽  
pp. 105268462199061
Author(s):  
Scott McNamara ◽  
Matthew Townsley ◽  
Kelly Hangauer
Keyword(s):  
Scoping Review ◽  
School Administrators ◽  
Physical Educators ◽  
Inclusion Criteria ◽  
Comprehensive Overview ◽  
Physically Active ◽  
Full Inclusion ◽  
Teachers Perceptions ◽  
Scoping Reviews ◽  
Perceptions Of School

Physical education (PE) is an academic subject that delivers students a standards-based program designed to foster the knowledge and skills needed to be physically active for a lifetime. Although there is a dearth of research that has examined school administrators’ perceptions and interactions with PE, it has been reported that school administrators often are a barrier that disrupts effective PE programming. This study aimed to conduct a scoping review of the literature to capture a comprehensive view of the peer-reviewed research that has focused on physical educators’ collaboration with and perceptions of school administrators, and literature related to school administrators’ collaboration and perceptions of physical educators. Preferred Reporting Items for Systematic Reviews extension for Scoping Reviews Checklist guided this investigation. Seven databases were searched, and 29 articles met the full inclusion criteria. This scoping review provides a comprehensive overview of the evidence and research trends; nonetheless, the heterogeneity of the studies and limited literature on this topic make it difficult to form any substantial conclusions. The need for additional research is especially true for research examining PE teachers’ perceptions and interactions with school administrators, as only three of the identified studies in this review focused on this topic. The recognition of these gaps in the literature may be important to the fields of educational leadership and PE, as it may lead to more concerted efforts to examine how these fields interact and how they can collaborate more effectively.

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