فاعلية التدريس المصغر في إكساب طالبات برنامج دبلوم التربية العام بعض مهارات التدريس = The Effectiveness of Micro-Teaching in Student Teachers' Acquisition of Some Teaching Skills in the General Education Diploma Program

2016 ◽  
pp. 85-111
Author(s):  
هالة جمال أبو النادي
Keyword(s):  
General Education ◽  
Student Teachers ◽  
Teaching Skills ◽  
General Education Diploma ◽  
Diploma Program

scholarly journals Evaluating the General Diploma Program as Perceived by Student Teachers at the college of Education , Sultan Qaboos University

2008 ◽  
Vol 2 (1) ◽  
pp. 44
Author(s):  
Ahmed Bin Hamed Al-Rabani
Keyword(s):  
Student Teachers ◽  
College Of Education ◽  
Library Services ◽  
Teaching Skills ◽  
College Administrators ◽  
Sultan Qaboos University ◽  
Students Attitudes ◽  
Diploma Program ◽  
Academic Year ◽  
Selection Of

This study aimed at evaluating the General Diploma Program from the point view of student teachers of the academic year 2004/2005. The sample consisted of 210 students in different specializations. Data were collected using a questionnaire comprising 44 items subsumed under seven dimensions. The instrument was validated by a panel of experts and its internal consistency was (0.92). The following are the major findings of the study. First, diploma students are convinced of their selection of teaching as a profession. Second, the diploma program positively developed students’ attitudes towards teaching. Third, the program was highly effective in developing student teachers' teaching skills and moderately effective in developing their research and technology skills. Fourth, students reported that they highly benefited from 5 courses; while their benefit from the other courses was moderate. Fifth, there were statistically significant differences in students' views that can be attributed to their majors. Sixth, there were no statistically significant differences in students' views due to their gender. Finally, students were satisfied with their relationship with professors and college administrators; but they were not satisfied with computer and library services.

Incorporating the Expanded Core Curriculum into science

2021 ◽  
pp. 026461962110293
Author(s):  
Ying-Ting Chiu ◽  
Tiffany Wild
Keyword(s):  
General Education ◽  
Core Curriculum ◽  
Visual Impairments ◽  
Next Generation Science Standards ◽  
Teaching Skills ◽  
Education Curriculum ◽  
Science Standards ◽  
General Education Curriculum ◽  
Science Curricula ◽  
Expanded Core Curriculum

The Expanded Core Curriculum (ECC) is a set of concepts and skills that are taught to students with visual impairments to support their learning that often occurs incidentally with vision. Students with visual impairments must learn both the ECC and content from the general education curriculum, including science. Thus, it is crucial to incorporate these two sets of curricula so that students with visual impairments can learn both sets of curricula more efficiently. This article presents an analysis of science curricula and lesson plans that support the Next Generation Science Standards while promoting teaching skills to students with visual impairments in the ECC. The results show that the ECC can be incorporated into science easily which will allow the ECC and science to be taught in one lesson.

scholarly journals Future Career anxiety & Its Relation with Self- Efficacy among the General Education Diploma Students in South Al Batinah Governorate in the Sultanate of Oman: قلق الـمستقبل المهني وعلاقته بفاعلية الذات المهنية لدى طلبة دبلوم التعليم العام بمحافظة جنوب الباطنة في سلطنة عُمان

2020 ◽  
Vol 4 (37) ◽  
Author(s):  
Ali Humaid Saif Almuqbali, Abdel Fattah Mohammed Saeed Al- K
Keyword(s):  
General Education ◽  
Self Efficacy ◽  
Female Students ◽  
Sultanate Of Oman ◽  
Professional Career ◽  
Future Career ◽  
Descriptive Research ◽  
Career Anxiety ◽  
General Education Diploma ◽  
The Relationship

The study aims to identify the relationship between future career anxiety & self- efficacy among students of the General Education Diploma in South al Batinah Governorate in Oman. A descriptive research design used; In order to achieve the objectives of the study, two scales were applied: the future career Anxiety Scale & Self- Efficacy Scale on a sample of 488 male & female students. The results of the study showed that the level of professional career anxiety & level of self- efficacy among students are in general moderate. And there is a negative statistically correlation between future career anxiety & self- efficacy. The study recommends conducting counseling programs to reduce the level of future career anxiety among diploma students ([1])  هذا البحث مستل من رسالة ماجستير إرشاد وتوجيه، جامعة نزوى، للطالب علي المقبالي، وإشراف د.عبد الفتاح الخواجه، 2019م.

The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences

1988 ◽  
Vol 8 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Andrew C. Taggart
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Classroom Management ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Teaching Experience ◽  
Teaching Skills ◽  
Physical Education Teacher Education

Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills are to be developed specific to these areas, then repeated supervised practice in a variety of settings is needed. The teacher education program described contains a sequentially arranged pattern of nine clinical and field experiences culminating in the final student teaching experience. The essential features of the pedagogical experiences are detailed, emphasizing time engaged in practice teaching, teaching skill focus, supervisory/data collection focus, and pupil teacher ratio.

scholarly journals Interdisciplinarity in Teacher Education: Evaluation of the Effectiveness of an Educational Innovation Project

2020 ◽  
Vol 12 (17) ◽  
pp. 6748 ◽  
Author(s):  
Elsa Santaolalla ◽  
Belén Urosa ◽  
Olga Martín ◽  
Ana Verde ◽  
Tamara Díaz
Keyword(s):  
Social Sciences ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Primary School ◽  
Student Teachers ◽  
Educational Innovation ◽  
Primary School Children ◽  
Teaching Skills ◽  
School Students ◽  
Innovation Project

Interdisciplinary projects play an important role in the development of a student profile based on the 21st century skills. Nevertheless, the implementation of an interdisciplinary approach is a challenge for both teachers and teacher educators. The aim of this study is to create an interdisciplinary model for teacher education, and to provide an empirical study which analyses its impact on learning. An educational innovation project was carried out with preservice teachers who experienced and subsequently designed a Problem Based Learning with interdisciplinary activities including Mathematics and Social Sciences, using the National Archaeological Museum as an educational resource. The proposals were implemented amongst children to evaluate the project’s effectiveness, considering two aspects: (a) improved teaching skills for preservice teachers (N = 26) and (b) improved learning for Mathematics and Social Sciences content amongst primary school children (N = 58). In the case of the student teachers, the variance analysis implemented showed sufficient empirical evidence of the improvement between the pre and post treatment, in different dimensions of the teaching skills and competences. On the primary school students, some significantly statistic progresses were found concerning the learning of both subjects, as well as their perception of museums as place for learning.

scholarly journals EFFICIENCY OF PROFESSIONAL ACTIVITY OF FOREIGN LANGUAGE TEACHERS IN HIGHER EDUCATION INSTITUTIONS IN THE CONTEXT OF SIOP MODEL

2021 ◽  
Author(s):  
Olha Demianenko ◽  
◽  
Rymma Maiboroda ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Foreign Language ◽  
Student Teachers ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Language Teachers ◽  
Professional Activity ◽  
Teaching Skills ◽  
Foreign Language Teachers

As the title implies, a scientific paper reveals the issue of an efficiency of professional activity of foreign language teachers in higher education institutions in the context of SIOP model. The problem of this study is that in spite of the stressed importance of teaching skills, student teachers lack many of the English as a foreign language (EFL) teaching skills which may have a negative impact on their teaching performance that in turn affects their teaching self-efficacy. The methods of applying SIOP model and the effect of using SIOP model on developing EFL student teachers’ teaching skills are studied. It is emphasized that among the multiple factors that affect students’ achievement is teacher effectiveness. Thus, the challenge remains to improve and promote the effectiveness of teachers in an effort to increase students’ academic achievement. The positive and negative aspects of the education shift towards SIOP model are identified, the principles of enhancing innovative educational process effectiveness are revealed. It is worth noting that any professional development of foreign language teachers in higher education institutions must address specific knowledge and attitudes that are relevant to teaching foreign language learners. Teachers need to understand basic constructs of the second language development, the nature of language proficiency, the role of the first language and culture in learning, and the demands that mainstream education places on culturally diverse students. There is growing evidence that professional development approaches that are guided by teacher input and that view teacher learning as continual and transformative makes higher education institutions a better place for students and staff. The results indicated that introduction of SIOP model has opened up a number of problems associated with the introduction of such training services. It is stressed that the factors of SIOP model can guide limited English proficient students and suggest some useful strategies for language teachers to handle the students’ difficulties in language comprehension. It should be stressed that the introduction of SIOP model in modern educational process opens up wide horizons and unlimited possibilities for the efficiency of professional activity of foreign language teachers in higher education institutions, which have yet to be studied and mastered by modern pedagogical science.

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