A ‘quiet revolution’? The impact of Training Schools on initial teacher training partnerships

Brooks, Valerie

doi:10.1080/02607470600981979

Cited by 22 publications

(14 citation statements)

References 8 publications

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“…The necessity of the Practicum Application School in the university system was specified in other studies as "the instructor and practice teacher will have the opportunity to monitor the teacher candidates and evaluate their performances at the same time; in fact, because of the fact that the practice teachers will be experienced in their field and knowledgeable about the teacher raining, teacher candidates will have chance to gain experience within the productive and effective education and training environment" (Brooks, 2006;Eraslan, 2008;Penney & Houlihan, 2003). In the solution recommendations specified regarding school-faculty partnership, teacher candidates especially indicated that the teaching staff should constantly guide the candidates in the schools, because the candidates cannot relate the concepts learned in the faculty with the practices applied in the schools.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Teacher Training System and Process: Opinions of Teacher Candidates on Teacher Qualifications

Yenmez¹,

Özpınar²,

Şahin³

2016

HES

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It is considered that teacher candidates offering their expectations and solution recommendations as well as assessing themselves on the competence aspect will be effective on eliminating the main problems in teacher training. In this respect, purposeof the research is to specify the opinions of teacher candidates on how they evaluate themselves and the faculty in which they study regarding qualifications they possess.The sample of the research conducted within the scope of descriptive study is consisted of 164 junior teacher candidates. The teacher candidates were askedfirst to examine the qualification documents as well as to identify the basic issues, and to answer a written interview form. The obtained data were examined under the themes of "deficiencies", "expectations" and "solution recommendations". Considering the outcome model, it is suggested that in-serviceprocess should be investigated in more details with new studies on subjects such as teacher recruitment and career development.

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Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Teacher Training System and Process: Opinions of Teacher Candidates on Teacher Qualifications

Yenmez¹,

Özpınar²,

Şahin³

2016

HES

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“…The literature identifies three main types of partnership, namely collaborative, complementary and HEI-led (Brooks 2006;Cunningham 2012). These different forms of partnership generally have the common purpose of enabling stakeholders in teacher education to work together, and share the responsibilities and goals of teacher preparation and professional development (Ducharme and Ducharme 1993).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Efficacy of teacher education institutions and primary schools in teacher preparation in Zimbabwe

Magudu

Gumbo

2018

SAJHE

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The purpose of this generic, qualitative study was to examine the efficacy of teacher education institutions (TEIs) and schools in Zimbabwe, in regard to partnering for the delivery of teacher education. Data were collected through semi-structured interviews and a focus group discussion (FGD) involving 24 participants comprising student teachers, college lecturers and mentors. The findings revealed that there was a framework for TEI-schools collaboration in teacher preparation. The efficacy of the partnership was, however, undermined by such factors as the inadequate attention accorded to various aspects deemed central to effective partnerships, such as planning, mentoring, TEI visits to schools, communication and inconsistencies that seemed to characterise the relationship. The findings suggest that the efficacy of the partnership can be enhanced by recognising the interdependent nature of the relationship, the diversification of areas of TEIschools joint activity, and increased conversations between the partners about issues which are pertinent to the arrangement. The knowledge derived from the study may provide insights into factors that contribute to undermining the effectiveness of partnerships, as well as the implications of these for the professional development of prospective teachers.

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“…Pre-service teachers' concerns and expectations about teaching influence their development as teachers (Guillaume & Rudney, 1993). Moreover, pre-service teachers' field practice experiences affect their conceptions about teaching as a profession (Beck & Kosnik, 2002;Brooks, 2006;Richardson, 1996). Even after the practicum, some pre-service teachers decide not to continue in the teaching profession (Chong & Low, 2009).…”

Section: Introductionmentioning

confidence: 99%

Pre-service Chemistry Teachers’ Expectations and Experiences in the School Experience Course

Kırbulut

Boz²,

Alemdar

2012

AJTE

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The purpose of this study is to investigate prospective chemistry teachers' expectations and experiences of teaching practice. Six (four females and two males) pre-service chemistry teachers taking a School Experience II course participated in the study. A case study design was employed. The data were collected from multiple sources including observations, lesson plans, and semi-structured interviews before and after the school experience course. Pre-service teachers' expectations and experiences were categorized regarding the faculty, placement school, and teaching practice. It was found that school experience courses are crucial for pre-service teachers in deciding whether to continue in the teaching profession. It is also concluded that the harmony between pre-service teachers' expectations of and experiences in the school experience course had an influence on their opinions related to the teaching profession.

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A ‘quiet revolution’? The impact of Training Schools on initial teacher training partnerships

Cited by 22 publications

References 8 publications

Teacher Training System and Process: Opinions of Teacher Candidates on Teacher Qualifications

Teacher Training System and Process: Opinions of Teacher Candidates on Teacher Qualifications

Efficacy of teacher education institutions and primary schools in teacher preparation in Zimbabwe

Pre-service Chemistry Teachers’ Expectations and Experiences in the School Experience Course

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