scholarly journals The Group Interview Experience as a Tool for Admission to Teacher Education

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Shosh Leshem
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Group Interview ◽  
Social Aspects ◽  
Insider Research ◽  
Group Interviews ◽  
Selection Of

This study deals with qualitative aspects of group interviews as a tool in selecting students for a teacher education program. It presents findings from insider research on the dynamics of group interviews, focusing on participants' experiences and the meanings they attribute to them. The aim of the study is to gain a better understanding of the group interview as an effective tool for the selection of candidates for teacher education. The participants were 107 candidates in ten groups. Data from observations, interviews, and questionnaires were gathered to examine variables that affect the performance of the candidates in the interview. The findings highlight the complexities of group interviews as a filtering tool, foremost cultural and social aspects that affect assessors' and participants' performance. Notwithstanding the complexities, the findings demonstrate the utility of the group interview in filtering out unsuitable candidates and, possibly, in marketing the institution.

scholarly journals Fitting Teacher Education in/to/for an Increasingly Complex World

2012 ◽  
Vol 9 (1) ◽  
Author(s):  
Brent Davis ◽  
Dennis Sumara
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Complex World ◽  
Educational Literature ◽  
Complexity Thinking ◽  
Research Findings ◽  
Developmental Curriculum ◽  
Selection Of

Oriented by complexity thinking and informed by a selection of “game-changing” research findings in the educational literature, we describe a set of innovations to a teacher education program. These innovations include broad awareness of theories of learning, specialization across levels, integration of pre-service and in-service offerings, a developmental curriculum, and deep partnerships with schools.

scholarly journals Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar

2021 ◽  
Author(s):  
Ei Phyu Chaw ◽  
Erika Kopp
Keyword(s):  
Teacher Education ◽  
Focus Group ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Focus Group Interviews ◽  
Doctoral Research ◽  
Pre Service Teacher Education ◽  
Group Interviews ◽  
Pre Service Teacher

Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.

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