pre-service teachers

  • Challenges in Teaching Practice at the College of Education based on the Perceptions of Pre-Service Teachers: The Case for Kuwait University

    Author: Fahad Alshammari
    Author: Waleed Eyadat
    Author: Ali Ebrahim
    Year of publication: 2017
    Source: Show
    Pages: 250-260
    DOI Address: https://doi.org/10.15804/tner.2017.49.3.20
    PDF: tner/201703/tner20170320.pdf

    The primary purpose of this study was to investigate challenges in teaching practice from pre-service teachers’ perspectives. To achieve this purpose, a valid and reliable questionnaire with two domains was developed as follows: school and management; and design and implementation of lessons. A random sample of 128 senior students who attended the student training program was chosen as the unit of analysis. Results of the study indicated that challenges related to school and management were high primarily in the following two areas: large number of students in the classroom followed by school principals not interested in accepting pre-service teachers in their schools. With regard to the design and implementation of lessons, challenges were high in the following three areas: teaching competence requirements were not clear during teaching practice followed by the fact that pre-service teachers do not know laws or regulations related to teaching practice and finally inadequacy of the training period related to design and implementation of lessons. Significant differences were not detected based on gender and specialization. Finally, the study provided a number of recommendations for the field of study.

  • Predictors and forms of intervention in peer bullying: pre-service teachers vs. teachers

    Author: Sonja Pečjak
    Author: Tina Pirc
    Year of publication: 2015
    Source: Show
    Pages: 264-276
    DOI Address: https://doi.org/10.15804/tner.2015.39.1.22
    PDF: tner/201501/tner20150122.pdf

    Research shows that teachers’ perceptions of peer bullying (PB) are an important predictor of their intervention. Therefore, the aims of the study were to find out i) how serious pre-service teachers and teachers find different types of PB, ii) how empathic to the victims and willing to intervene they are, iii) what predicts interventions in both groups and iv) what forms of intervention pre-service teachers and teachers would use regarding victims and perpetrators. Results suggest that teachers perceive all types of PB as more severe than pre-service teachers and are more willing to intervene earlier, but pre-service teachers show more empathy for the victims. The strongest predictor of intervention in both groups is beliefs about the severity of bullying, but their forms of intervention differ significantly. Implications of the study findings are also discussed.

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