Pre-service teachers' reflections during field experience

Al-Hassan, Omayya M.; Al‐Barakat, Ali Ahmad; Al-Hassan, Yazid

doi:10.1080/02607476.2012.707918

Cited by 18 publications

(7 citation statements)

References 31 publications

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“…These findings resonate with earlier research (Al-Barakat, 2003;Al-Hassan et al, 2012;Flores, 2000;Flores, 2014;Flores & Day, 2006) and raise implications for improving the ITE programmes. In general, more attention needs to be given to the adequacy and coherence of the various components of ITE programme and the ways in which teacher educators view their work and role.…”

Section: Conclusion and Discussionsupporting

confidence: 87%

“…They also referred to the poor quality of feedback. This supports earlier research which has identified difficulties related to supervisorsí role and feedback (Al-Barakat, 2003;Al-Hassan et al, 2012;Flores, 2014). I think that some teacher educators do not care for you as pre-service teachers and are not concerned with your future as teachers.…”

Section: The Role Of Teacher Educatorssupporting

confidence: 83%

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Pre-service Teachers’ Views of Their Training: Key Issues to Sustain Quality Teacher Education

Flores

Santos

Fernandes

et al. 2014

Journal of Teacher Education for Sustainability

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This paper draws upon data from a broader piece of research aimed at examining pre-service teachers' views of their initial teacher education within the context of a master’s degree programme in teaching. The data were collected through questionnaires and written narratives at the beginning and at the end of the programme. In this paper, the data arising from 47 narratives at the end of the programme are presented. Five categories emerged from the qualitative data: curriculum content, teaching practice, the role of teacher educators, teaching and learning methods, the organisational aspects and structure of the programme. Although the participants identified positive aspects of the initial teacher education programme, they also stress that there is room for improvement, especially with regard to a greater coherence of the curriculum and a better articulation of its different components. Implications of the findings for enhancing the quality of initial teacher education and the role of teachers’ educators are discussed.

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Section: Conclusion and Discussionsupporting

confidence: 87%

Section: The Role Of Teacher Educatorssupporting

confidence: 83%

Pre-service Teachers’ Views of Their Training: Key Issues to Sustain Quality Teacher Education

Flores

Santos

Fernandes

et al. 2014

Journal of Teacher Education for Sustainability

View full text Add to dashboard Cite

show abstract

“…This finding is in keeping with Al-Hassan et al, (2012) and Merç and Subaşı's (2015) findings that various classroom management problems are inevitable in young learners' classes. However, one potentially significant finding is that each student teacher in this study seems to have had clear ideas about how to manage young learners, and this awareness led them to develop their own strategies to overcome classroom management problems.…”

Section: Discussionsupporting

confidence: 89%

Her Zorluk Öğrenme Fırsatıdır: Öğrenci Öğretmenlerinin Öğrenme Deneyimleri

Erkmen¹

2019

Her Zorluk Öğrenme Fırsatıdır: Öğrenci Öğretmenlerinin Öğrenme

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Field experience or practicum is an important milestone in the lives of prospective teachers. During this time, they will decide whether they want to embark on the teaching journey or never start the journey. The present study explored third year TEFL student teachers' experiences of teaching young learners for the first time.In particular, the focus was on the challenges they faced and the solutions they found to their own challenges.In order to identify student teachers' problems and their solutions, they were asked to keep reflective journals for six weeks while doing their voluntary teaching at their placement schools. The findings indicated that student teachers' experiences in young learners' classes were generally positive and the experience was found to be fruitful. Moreover, the main problems faced by student teachers were related with classroom management; namely, getting students' attention and the level of noise during the lesson. The study highlighted the importance of teaching experience in real classrooms, and how such experiences contributed to student teachers' professional learning.

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“…Based on the importance of mathematics teachers' knowledge, and the significance of training them to be effective teachers in mathematics learning environments, research studies were conducted on conceptual understanding and pedagogical knowledge of mathematics teachers, as separate variables, around the world and in Jordan (Al-Barakat et al, 2022a;Al-Hassan et al, 2012;Al-Tarawneh, 2019;Bwalya & Rutegwa, 2023;Fraihat et al, 2022;Khasawneh et al, 2023;Mapulanga et al, 2022;Meier, 2021;Shaqar, 2020).…”

Section: Statement Of the Problemmentioning

confidence: 99%

The effect of conceptual understanding principles-based training program on enhancement of pedagogical knowledge of mathematics teachers

Irshid

Khasawneh

Al‐Barakat

2023

EURASIA J Math Sci Tech Ed

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The study aimed to investigate the effect of a training program based on the principles of conceptual understanding in enhancing the pedagogical knowledge of mathematics teachers. The study sample consisted of 34 male and female in-service mathematics teachers, who teach the middle grades (5-8). To achieve the objectives of the study, a quasi-experimental approach was used, with a pre-post design for two groups. In order to collect data, a pedagogical knowledge test was used for the content of numbers and algebra contained in the middle grades curriculum. The results showed a significant effect of the training program in enhancing the pedagogical knowledge of mathematics teachers, with two dimensions (knowledge of teaching mathematics: approaches and strategies, knowledge of students’ thinking). The results also showed an improvement in performance levels on the test in general among the teachers of the experimental group, as the percentage of teachers in the level of skilled performance increased from 0% on the pre-test to 53% on the post-test. In light of the results, the study recommended to conduct more research through employing more principles of conceptual understanding to enhance pedagogical knowledge among broader samples of mathematics teachers and different mathematics content.

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Pre-service teachers' reflections during field experience

Cited by 18 publications

References 31 publications

Pre-service Teachers’ Views of Their Training: Key Issues to Sustain Quality Teacher Education

Pre-service Teachers’ Views of Their Training: Key Issues to Sustain Quality Teacher Education

Her Zorluk Öğrenme Fırsatıdır: Öğrenci Öğretmenlerinin Öğrenme Deneyimleri

The effect of conceptual understanding principles-based training program on enhancement of pedagogical knowledge of mathematics teachers

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