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.

scholarly journals INVESTIGATING THE ACCEPTANCE OF MOBILE E-PORTFOLIO AS AN E-LEARNING TOOL BY PRE-SERVICE TEACHER EDUCATION PROGRAM STUDENTS

2020 ◽  
Vol 1 (11(80)) ◽  
pp. 8-14
Author(s):  
K. Urazbaev
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Linear Regression Analysis ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Perceived Ease Of Use ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The aim of the research was to conduct quantitative analysis of mobile e-portfolio acceptance by pre-service teacher education program students. Technology Acceptance Model developed by Davis was used in the study to identify the influence of perceived ease of use, perceived usefulness, attitude towards the use of e-portfolio on the intention to use it. 136 respondents from three different higher education institutions took part in the survey. The data obtained in the survey was analyzed by applying linear regression analysis. Findings of the research suggest that perceived ease of use, perceived usefulness and attitude to the use of e-portfolio have a significant impact on students’ intention to use the e-portfolio. Among them, attitude towards the use of e-portfolio was the most significant factor that influences the intention to use mobile e-portfolio. 

Difficulties in Field-Based Observation among Pre-Service Teachers: Implications to Practice Teaching

2016 ◽  
Vol 5 (2) ◽  
pp. 101 ◽  
Author(s):  
Maripaz C. Abas
Keyword(s):  
Teacher Education ◽  
Focus Group ◽  
Learning Environment ◽  
Student Teachers ◽  
Field Observation ◽  
Qualitative Data ◽  
Administrative Support ◽  
Cooperating Teachers ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

<span>Field-based observation has long been a central part of pre-service teacher education in many countries and is crucial for implementing effective practicum of student teachers. T</span><span>his paper focused on the perspectives of graduating pre-service teachers regarding their difficulties </span><span>related to </span><span>administrative support, cooperating teachers, student supervisors, students, peers, assigned tasks and learning environment during their </span><span>17-hour</span><span> field observation </span><span>in selected private and public secondary schools.</span><span> An explanatory sequential mixed-methods research design was adopted utilizing survey questionnaire, Focus Group Interviews, and Key Informant Interview. Quantitative data were obtained from 136 sample respondents through stratified random sampling using proportionate allocation while qualitative data were gathered from 10 pre-service teachers, 10 cooperating teachers, six student supervisors and three school principals who were chosen purposively. Results of descriptive statistical analysis served as  basis  for  the  design  of  qualitative interview and focus group schedules which helped the researcher to  explain, or elaborate on the quantitative results” [1]. Findings of the study showed that pre-service teachers had over-all moderate difficulties during the field observation particularly on students, assigned tasks and learning environment. Findings of the study were substantiated through in-depth discussions of qualitative data. Implications were determined for continued enhancements of the practicum component that can help bridge the theory–practice nexus in pre-service teacher education, and contribute to the development of teachers’ professional competencies</span>

scholarly journals English Pibid and the Big Screen: Expanding Pre-Service Teacher Education Spaces

2020 ◽  
Vol 20 (3) ◽  
pp. 499-518
Author(s):  
Ana Karina de Oliveira Nascimento ◽  
Ana Lúcia Simões Borges Fonseca
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Education Program ◽  
School Environment ◽  
Basic Education ◽  
Teacher Education Program ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

ABSTRACT Teacher education can take place in multiple spaces besides the school environment (university and basic education schools), following different paths and in a decolonial way. Having this in mind, a qualitative research with an interpretative scope was conducted during a year and a half, on the range of the English project of the National Pre-service Brazilian Teacher Education Program (Pibid) at a federal university in Brazil. In this article, the focus is on the analysis of pre-service teachers’ field diaries and their content concerning one of the activities developed as part of the project: going to the movies and reflecting upon some films. The experience revealed how pre-service teachers had the chance to reflect on the relationships they were able to establish with teacher education, and the readings and experiences provided by Pibid, thus corroborating the importance of decolonizing practices.

scholarly journals National Professional Standards for Teachers: Awareness, Perspective & Implementation in Pakistan

2020 ◽  
Vol 1 (4) ◽  
pp. 242-249
Author(s):  
Tariq Mahmood Tariq ◽  
Dr. Khushbakht Hina ◽  
Arshad Mahmood Arshad
Keyword(s):  
Teacher Education ◽  
Public Sector ◽  
Sample Size ◽  
Prospective Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Professional Standards ◽  
Pre Service Teacher Education ◽  
Azad Kashmir ◽  
Pre Service Teacher

The main objective of the study was to investigate the perceptions of prospective teachers about the awareness of the implementation of national professional standards for teachers. The present study was descriptive followed by a survey method. The study was quantitative and the survey was used as the research design. The questionnaire was used as a research tool. Male and female prospective teachers of the pre-service teacher education program, B.Ed. (Hons.) Secondary of four public sector universities of Azad Kashmir session 2015-19 was the population of the study. The sample size was determined by using a stratified proportionate sampling technique. And the sample size was calculated by the Raosoft sample size determining formula. Thus the sample size was 196. In this study, the questionnaire was used as a research tool. All the statements of the questionnaire were according to the topic and objective of the study. The questionnaire was validated by the experts of the relevant field. According to the opinions and suggestions of the experts, statements were changed. The reliability of the questionnaire was measuring internal consistency by using Chronbach Alpha. Its value was found to 0.85. For data collection, a questionnaire was administered personally by the researcher to the sampled prospective teachers of the pre-service teacher education program B.Ed. (Hons.) Secondary of public sector universities of Azad Kashmir.

Role of Feedback for Bridging Theory- Practice Gap in Teaching Practicum

2020 ◽  
Vol 11 (1) ◽  
pp. 159-159
Author(s):  
Faiza Masood ◽  
Dr. Malik Ghulam Behlol
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Theory And Practice ◽  
Teaching Practicum ◽  
Practice Gap ◽  
Pre Service Teacher Education ◽  
Theory Practice Gap ◽  
Pre Service Teacher

Incorporating theory into practice is not a simple rather dialectical and complex process of observing, scaffolding, reflecting, and coordinating prospective teachers. It has been observed that interaction in the form of academic feedback between CTs and PTs is missing in the teaching practicum. The present study aims to investigate the perceptions and practices of PTs and CTs about Feedback in teaching practicum to bridge the gap between theory and practice in the Pre-service Teacher Education Program. It is an exploratory investigation applying survey method and semi-structured interview to collect data from PTs and CTs to answer the investigation inquiries about the role of Feedback practices in bridging the theory-practice gap. Purposive and Criterion sampling techniques were applied to select the participants of the study. Findings reveal that the CTs are working as mentors without any professional training and recognition in their department and universities for their contributions in teaching practicum. They are lacking to perform their role effectively in providing written and oral Feedback to PTs for their professional development. School Practicum is suggested to be regular, well organized, and structured instead of a command-based component of the Pre-service Teacher Education Program. Keywords: Feedback, Teaching practicum, Cooperative teacher, Prospective Teacher

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