teaching practice

  • 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.

  • Relations Between Teachers’ Epistemological Beliefs and Teaching Practice in Serbia

    Author: Jovana J. Milutinović
    E-mail: jovanajm@ff.uns.ac.rs
    Institution: University of Novi Sad
    Author: Aleksandra K. Anđelković
    E-mail: aleksandraa@ucfak.ni.ac.rs
    Institution: University of Niš
    Year of publication: 2018
    Source: Show
    Pages: 239-249
    DOI Address: https://doi.org/10.15804/tner.2018.53.3.20
    PDF: tner/201803/tner5320.pdf

    Theoretical framework within which this paper is set is the conception of teachers’ epistemological beliefs. The author’s attention is focused on the classification of teachers’ beliefs in the realistic, contextual and relativistic approach. The question that permeates this study is whether the teacher’s beliefs are consistent with their work in practice. A questionnaire was made for the purpose of the research and the sample encompasses 420 teachers in Serbia. Results show that the subjects mostly estimate that they belong to a constructivist profile. However, their answers indicate that their acting is different from their self-assessment. Research findings imply a need for an awakening of teachers with regards to personal epistemologies.

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