scholarly journals The Perceptions of Student Teachers about the Effects of Class Size With Regard to Effective Teaching Process

2014 ◽  
Author(s):  
Melek Çakmak
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Class Size ◽  
Teaching Method ◽  
Small Sample Size ◽  
Small Sample ◽  
Teaching Process ◽  
Teachers Perceptions ◽  
Teacher Training Programs ◽  
Firm Basis

The main purpose of this study was to determine student teachers' perceptions concerning the effects of class size with regard to the teaching process. A total of 41 fourth-year student teachers participated in the study. A questionnaire including open-ended items was used for data collection. The study revealed that there is a direct relationship between class size and motivation, teaching method used, classroom management, and assessment according to student teachers' views. Although carried with a small sample size, this study is expected to establish a firm basis for the future studies to contribute to teacher training programs, which enhance student teachers teaching abilities in both large and small classes.

The Impact of Pre-service Teachers' Reflection on their Instructional Practices

2016 ◽  
pp. 209-219 ◽  
Author(s):  
Yesim Kesli Dollar ◽  
Enisa Mede
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Instructional Practices ◽  
English Language ◽  
English Language Teaching ◽  
Self Awareness ◽  
Non Profit ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
The Impact

This chapter aims to investigate the impact of reflection on freshmen pre-service English teachers' classroom practices. Specifically, it explores how the participating student teachers' perceptions influenced their instructional practices as a result of participation in reflection activities. The participants of the study were ten freshmen student teachers enrolled in the English Language Teaching undergraduate program at a foundation (non-profit private) university in Turkey. Data came from the reflections of the participating student teachers about their recently-completed 15-hour field-based experience at the pre-school level. As a part of this class reflection activity, the participants were prompted to keep a diary in one of their undergraduate courses and respond to a series of statements or questions related to their classroom observation tasks. They were also engaged in class discussions and were required to write their overall feedback based on their field-based experience. The findings of the study revealed that reflective activities helped the prospective student teachers identify their strengths and weaknesses related to classroom activities, use of materials (use of technology and visuals) and classroom management, leading to self-awareness about their understanding and application of teaching skills and strategies.

The Impact of Pre-Service Teachers' Reflection on Their Instructional Practices

2018 ◽  
pp. 223-233
Author(s):  
Yesim Kesli Dollar ◽  
Enisa Mede
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Instructional Practices ◽  
English Language ◽  
English Language Teaching ◽  
Self Awareness ◽  
Non Profit ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
The Impact

This chapter aims to investigate the impact of reflection on freshmen pre-service English teachers' classroom practices. Specifically, it explores how the participating student teachers' perceptions influenced their instructional practices as a result of participation in reflection activities. The participants of the study were ten freshmen student teachers enrolled in the English Language Teaching undergraduate program at a foundation (non-profit private) university in Turkey. Data came from the reflections of the participating student teachers about their recently-completed 15-hour field-based experience at the pre-school level. As a part of this class reflection activity, the participants were prompted to keep a diary in one of their undergraduate courses and respond to a series of statements or questions related to their classroom observation tasks. They were also engaged in class discussions and were required to write their overall feedback based on their field-based experience. The findings of the study revealed that reflective activities helped the prospective student teachers identify their strengths and weaknesses related to classroom activities, use of materials (use of technology and visuals) and classroom management, leading to self-awareness about their understanding and application of teaching skills and strategies.

scholarly journals Student Teachers Perceptions and Experiences on School Practice and Competence Development at Makerere University-Uganda

2021 ◽  
Vol 5 (2) ◽  
pp. 1-25
Author(s):  
Jane Bwiruka ◽  
John Maani ◽  
John Ssetumba
Keyword(s):  
Teacher Preparation ◽  
Classroom Management ◽  
Student Teachers ◽  
Competence Development ◽  
Unique Contribution ◽  
Framework Analysis ◽  
Teachers Perceptions ◽  
Makerere University ◽  
School Practice ◽  
The University

Purpose: The study was carried out to explore the student teachers’ perceptions and experiences on school practice in terms of competence development. Methodology: Phenomenology as a design was adopted using unstructured interviews and documents review to collect data from twelve purposively selected third year student teachers as participants. Data was analyzed using the framework analysis. Findings: School practice was clearly understood by participants as a learning experience that involves putting theory into practice with the help from supervisors and senior teachers. However, it was conducted along the curriculum requirements as an assessment/examination by the university supervisors. Consequently, some challenges were faced. These included, difficulties in applying all the various methods taught by different lecturers, lack of professionalism, little feedback/conferencing with supervisors, hurried reports, limited mentorship and supervisory aspects in school practice host schools and limited materials to use among others. Unique Contribution to Theory, Practice and Policy: The teacher preparation institutions in Uganda Makerere inclusive need to improve the general methods course to all students to cater for issues in lesson preparation, presentation, classroom management, assessment and evaluation. An interdependent relationship between the University and the SP host schools is required to promote a working relationship between the supervisors and host teachers for mentoring and supervisory aspects to student teachers. Makerere University and other teacher preparation institutions need constant professional development courses to promote professionalism among supervisors to address issues like lack of feedback/conferencing and poor supervisor-student relationships among others.

scholarly journals Pre-service Teacher Training Programs in the Philippines: The Student-teachers Practicum Teaching Experience

EFL Journal ◽  
2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Mark Bedoya Ulla
Keyword(s):  
Teacher Training ◽  
Classroom Management ◽  
Student Teachers ◽  
Training Programs ◽  
Teaching Experience ◽  
Private University ◽  
The Philippines ◽  
Teaching Resources ◽  
Teacher Training Programs ◽  
Pre Service Teacher

Pre-service teacher training is one of the most important aspects of every teacher’s education curriculum as it prepares student-teachers to become qualified teachers in the future. This paper explored the pre-service teacher training programs in the Philippines through the practicum experience of the 21 junior and senior BSEd and BA English student-teachers from a private university in Mindanao, Philippines. Data were taken from classroom observations, group interview, and modified questionnaire. The findings revealed that there was a different standard policy of pre-service teacher training programs for BSEd and BA English. While BSEd-English concentrated on developing professional teachers for secondary schools, BA-English focused on developing not just teachers but professionals with exceptional communication skills. The student-teachers also reported some challenges in practicum teaching; classroom management, teaching confidence, and lack of teaching resources. Some solutions to overcome the challenges were suggested.

scholarly journals Student Teachers’ Perceptions about the Teaching Practice Supervisors’ role in developing their Instructional Practices

2009 ◽  
Vol 3 (2) ◽  
pp. 89
Author(s):  
Shahinaz Eissa ◽  
Raed Rbu-latifeh
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Instructional Practices ◽  
Teaching Practice ◽  
Classroom Teacher ◽  
Instructional Planning ◽  
Teachers Perceptions ◽  
Education Data ◽  
Instructional Evaluation ◽  
The University

The study aimed at exploring Student Teachers' Perceptions about the Teaching Practice Supervisors' role in developing their instructional practices at the University of Jordan. The sample of this study consisted of (79) students, (40) of them were specialized in Classroom Teacher Education and (39) in Childhood Education. Data was collected using a 39- item questionnaire covering four fields: instructional planning, instructional performance, classroom management and instructional evaluation. The findings of this study indicated a strong effect of the teaching practice supervisors' role. Besides, there were no significant statistical differences in the mean scores of student teachers' perceptions due to gender and interaction between gender and specialization. However, there was a significant statistical difference due to specialization.

scholarly journals PRE-SERVICE TEACHING PROGRAM FOR EDUCATING STUDENT- TEACHERS IN MANAGING THEIR CLASS

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Titis Sulistyowati ◽  
Diah Kurniati
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Learning Style ◽  
Teacher Candidates ◽  
Teaching Practice ◽  
Teaching Method ◽  
Teaching Program ◽  
Teacher Needs ◽  
Psychology Curriculum ◽  
Different Characteristics

This article presents the finding of a study that investigate pre-service English teacher in managing the class when they were teaching in teaching practice program or Pre-Service Teaching Program.  Teaching in a real class is a new experience for the students of Muria Kudus University; however they need to adjust themselves to the teaching environment. They need to prepare some educational knowledge like; classroom management, educational psychology, curriculum development, teaching method etc, in order to be able to organize the lesson well and achieve maximum result. The key of a successful learning is depended on the way teacher organizing the class. In other word the key of a successful language teaching is classroom management.  However each class has different characteristics, so a teacher needs to prepare himself to the students’ learning style.  Maintaining discipline and organizing students can be very frustrating for the student-teachers because they do not only need well understanding about classroom management but they also need to control their performance. The students- teacher or teacher candidates need guidance either from the school teachers or their lecturers; therefore it is also very important to observe their activities in the class to know the improvements which have been done by the teacher.

A year in the mentor's classroom

2014 ◽  
Vol 3 (3) ◽  
pp. 219-236 ◽  
Author(s):  
Rubén Garza ◽  
Ellen L. Duchaine ◽  
Raymond Reynosa
Keyword(s):  
Preservice Teachers ◽  
Professional Growth ◽  
Small Sample Size ◽  
Small Sample ◽  
Urban Setting ◽  
Teaching Experiences ◽  
Content Type ◽  
Teachers Perceptions ◽  
Learning And Teaching ◽  
School Year

Purpose – The purpose of this paper is to examine preservice teachers’ perceptions of their learning and teaching experiences in a mentor's classroom during a year-long field-based placement in a high-need urban school. In addition, the authors sought to examine how the experiences contributed to their professional growth and development as future teachers. Design/methodology/approach – This qualitative study used constant comparative analysis (Strauss and Corbin, 1998) to examine preservice teachers’ responses to an open-ended questionnaire, program survey, and also in focus groups about their mentoring experiences. Findings – The findings provide insight into participants’ mentors’ influence during a year-long placement and into characteristics of effective mentoring that contributed to their growth. Major findings of preservice teachers’ mentoring experiences in a high-need urban setting reflected two dominant themes: experiencing a pedagogical fulcrum and navigating the tributaries of professionalism. Research limitations/implications – The study is limited by the small number of participants from one large public university and included only secondary preservice teachers enrolled in one residency program designed to prepare mathematics, science, and special education teachers. Caution should be taken against generalizing the findings, regarding preservice teachers’ learning and teaching experiences in a mentor's classroom, to resident teachers in other areas due to the small sample size and interpretation of the findings. Originality/value – The findings provide a different perspective about the mentoring process to that provided by previous studies because preservice teachers learned and taught in the mentor's classroom during one academic school year without being evaluated by the mentor. The findings illuminate preservice teachers’ professional growth fostered by their experiences and highlight characteristics of the mentor's influence that contributed to their development.

Probing the ultrastructure of the mitotic and meiotic spindle in eggs: An expeditious approach based on semi-thin (0.25 μm) serial sections

1983 ◽  
Vol 41 ◽  
pp. 552-555
Author(s):  
Conly L. Rieder ◽  
S. Bowser ◽  
R. Nowogrodzki ◽  
K. Ross ◽  
G. Sluder
Keyword(s):  
Small Sample Size ◽  
Small Sample ◽  
Meiotic Spindle ◽  
Serial Sections ◽  
Mitotic Apparatus ◽  
Thin Sections ◽  
Cell Cycles ◽  
Ultrastructural Studies

Eggs have long been a favorite material for studying the mechanism of karyokinesis in-vivo and in-vitro. They can be obtained in great numbers and, when fertilized, divide synchronously over many cell cycles. However, they are not considered to be a practical system for ultrastructural studies on the mitotic apparatus (MA) for several reasons, the most obvious of which is that sectioning them is a formidable task: over 1000 ultra-thin sections need to be cut from a single 80-100 μm diameter egg and of these sections only a small percentage will contain the area or structure of interest. Thus it is difficult and time consuming to obtain reliable ultrastructural data concerning the MA of eggs; and when it is obtained it is necessarily based on a small sample size.We have recently developed a procedure which will facilitate many studies concerned with the ultrastructure of the MA in eggs. It is based on the availability of biological HVEM's and on the observation that 0.25 μm thick serial sections can be screened at high resolution for content (after mounting on slot grids and staining with uranyl and lead) by phase contrast light microscopy (LM; Figs 1-2).

Validating the Factor Structure of the Stigma of Suicide Scale–Short Form Spanish Version Among Healthcare Students

Crisis ◽  
2020 ◽  
pp. 1-5
Author(s):  
Ruthmarie Hernández-Torres ◽  
Paola Carminelli-Corretjer ◽  
Nelmit Tollinchi-Natali ◽  
Ernesto Rosario-Hernández ◽  
Yovanska Duarté-Vélez ◽  
...  
Keyword(s):  
Factor Structure ◽  
Structural Equation ◽  
Short Form ◽  
Small Sample Size ◽  
Small Sample ◽  
Spanish Version ◽  
Equation Modeling ◽  
Cross Sectional ◽  
Healthcare Students ◽  
Spanish Speaking

Abstract. Background: Suicide is a leading cause of death among Spanish-speaking individuals. Suicide stigma can be a risk factor for suicide. A widely used measure is the Stigma of Suicide Scale-Short Form (SOSS-SF; Batterham, Calear, & Christensen, 2013 ). Although the SOSS-SF has established psychometric properties and factor structure in other languages and cultural contexts, no evidence is available from Spanish-speaking populations. Aim: This study aims to validate a Spanish translation of the SOSS-SF among a sample of Spanish-speaking healthcare students ( N = 277). Method: We implemented a cross-sectional design with quantitative techniques. Results: Following a structural equation modeling approach, a confirmatory factor analysis (CFA) supported the three-factor model proposed by Batterham and colleagues (2013) . Limitations: The study was limited by the small sample size and recruitment by availability. Conclusion: Findings suggest that the Spanish version of the SOSS-SF is a valid and reliable tool with which to examine suicide stigma among Spanish-speaking populations.

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