Trainee Teachers

ICT have become common place entities in all aspects of daily life. The use of ICT in education lends itself to more student-centered learning settings. With the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more important. The present study was conducted to estimate the attitude of trainee-teachers towards the use of information and communication technology in classroom an.The sample consisted 250 trainee-teachers from ten B. Ed. Colleges affiliated to the University of Gour Banga in Malda District. The Attitude towards the use of ICT Scale was developed and standardised and was used to collect the required data. The results showed that there are significant mean differences among the trainee-teachers' attitude towards the use of information and communication technology in classroomin terms of their gender and service status (in-service and pre-service).

In light of empirical experience from Morocco, combined with new possibilities afforded by Information and Communication Technology (ICT), there is a wish to integrate new technologies into distance education to help solve a set of problems identified in the initial training at the Regional Centre for the Professions of Education and Training of Fez-Meknes. The results of a study conducted among 15 trainee teachers of the Earth and Life Sciences allow us to conclude that designing a hypermedia tool for learning could constitute a promising solution to address the many challenges linked to the initial training of teachers in Morocco. Finally, the use of this digital resource by trainee teachers' has also strongly contributed to their eagerness to integrate ICT in their subsequent teaching practices.

This study is signifying to find out approaches and attitude concerning the Teacher Eligibility Test (TET) among trainee teachers. To conduct the study 180 trainee teachers randomly selected pursuing B.Ed. and M.Ed. in Aligarh district in the northeastern region of India participated in this study. The study being proceeded through survey design.  TET scale was used to collect data from trainee-teachers. To analyse the data, statistical tools as mean, standard deviation correlation and t-test is used. It exhibited through the result of the study the trainee teachers reside in urban areas are more aware about TET than the rural resident subject. Further, the science stream background trainee teachers had more awareness about TET and on the basis of gender and area of living have significant effect on approaches of teacher eligibility test.  So it is recommended that the essential resources and amenities should be provided to the trainee-teachers in the period of their training to get knowledge and awareness about Teacher Eligibility Test.

This dissertation explores trainee teachers’ beliefs regarding areas of troublesome knowledge in English language learning and teaching, in the context of studying on a FutureLearn MOOC on the same topic designed by the University of Southampton with the British Council. The study adopts a mixed method research design. Using data from pre and post quantitative MOOC surveys and a focus group discussion, it examines the extent and manner of change in trainee teachers’ beliefs that relates to troublesome areas of knowledge and behaviourist, cognitive, constructivist, and social constructivist views of language learning and teaching after engaging with a MOOC. Findings suggest that the MOOC was successful in changing some beliefs held by trainee teachers regarding areas of troublesome knowledge within the discipline of English language teaching and learning. However, a few concepts remain troublesome for some trainee teachers. This troublesomeness can be attributed to trainee teachers’ cultural contexts and their level of teaching experience.

The global pandemic of COVID-19 forced trainee teachers from the United Arab Emirates to have virtual field experiences in the field of early childhood education. The various stakeholders, young children, families, preservice teachers, and university faculty hold different perceptions of online teaching formats. The purpose of this study was to examine the perceptions of trainee teachers and faculty supervisors about online field experiences with young children. The study was done using a qualitative case study within an interpretivist paradigm. Twelve internship students and five supervisors were purposively selected to complete open-ended questionnaires about virtual field experiences. Three themes emerged from the data: (1) integrating technology into lesson planning, (2) meeting challenges to classroom management, and (3) expanding the repertoire of teaching strategies. It is concluded that the virtual field experience was a milestone of achievement for trainee teachers, in terms of the preparation it provided to implement the country's plan of integrating technology in the curriculum.

Our on-going research aims to try and find out why some Science graduates on one year (PGCE) teacher training courses are not successful in completing the course. The course itself has been judged ‘Outstanding’ (Ofsted, 2010), so we have focused on the student teachers (trainees).
Some key characteristics of trainees ‘at risk’ of being unsuccessful were identified in a variety of ways, including data analysis of records for trainees who left the course early and those who successfully completed the course, focus groups, questionnaires and case studies.
Loss of trainees during PGCE courses appears to be a characteristic across many providers of initial teacher education for Science in the UK. Key factors emerging include gender, age, previous experiences/careers, support (or otherwise) of family/partner, caring issues (children/parents), subject knowledge, attendance at a subject knowledge enhancement course and more.
If characteristics of ‘at risk’ trainees can be identified, strategies can be put into place to identify applicants, who might be at risk, at the selection stage and to support them during the course to reduce the drop-out rate.
Recent work, described in the paper, appears to be improving our retention. Further research is needed to confirm and extend our current approach, which could, perhaps, be applied in other institutions and across other disciplines

In light of empirical experience from Morocco, combined with new possibilities afforded by Information and Communication Technology (ICT), there is a wish to integrate new technologies into distance education to help solve a set of problems identified in the initial training at the Regional Centre for the Professions of Education and Training of Fez-Meknes. The results of a study conducted among 15 trainee teachers of the Earth and Life Sciences allow us to conclude that designing a hypermedia tool for learning could constitute a promising solution to address the many challenges linked to the initial training of teachers in Morocco. Finally, the use of this digital resource by trainee teachers’ has also strongly contributed to their eagerness to integrate ICT in their subsequent teaching practices.

In light of empirical experience from Morocco, combined with new possibilities afforded by Information and Communication Technology (ICT), there is a wish to integrate new technologies into distance education to help solve a set of problems identified in the initial training at the Regional Centre for the Professions of Education and Training of Fez-Meknes. The results of a study conducted among 15 trainee teachers of the Earth and Life Sciences allow us to conclude that designing a hypermedia tool for learning could constitute a promising solution to address the many challenges linked to the initial training of teachers in Morocco. Finally, the use of this digital resource by trainee teachers’ has also strongly contributed to their eagerness to integrate ICT in their subsequent teaching practices.

In light of empirical experience from Morocco, combined with new possibilities afforded by Information and Communication Technology (ICT), there is a wish to integrate new technologies into distance education to help solve a set of problems identified in the initial training at the Regional Centre for the Professions of Education and Training of Fez-Meknes. The results of a study conducted among 15 trainee teachers of the Earth and Life Sciences allow us to conclude that designing a hypermedia tool for learning could constitute a promising solution to address the many challenges linked to the initial training of teachers in Morocco. Finally, the use of this digital resource by trainee teachers’ has also strongly contributed to their eagerness to integrate ICT in their subsequent teaching practices.

The purpose of the research reported in this article is to present the notion of Culture of Traits (CoTs) and to develop a 'Communicative Traits Model' (CTM) in teaching, learning, and assessing of Arabic as a first language. The ultimate goal is to create a shared vocabulary, establish a common language and build a consistent understanding of what constitutes good teaching, learning, and assessing of Arabic. Towards this aim, two complementary dimensions were investigated; An analysis of the origins and nature of the notion of CoTs, of how language learning happens and of how to conceptualize and encapsulate this in a model to create such a shared vocabulary in the teaching, learning, and assessing of Arabic. To validate the usefulness of CTM, the Bahraini teacher candidates completed the researcher-developed questionnaire to survey their views about what has been revealed by the analysis regarding CTM. Results indicated a very positive agreement on the importance of CTM as a clear and a practical framework to teach, learn, and assess the Arabic language not only in writing but also in speaking, reading and listening.

This article examines the relationship between confidence and risk in relation to the initial education and continuing professional development (CPD) of teachers. The context for this examination is the Lifelong Learning Sector (LLS) in England, which sits between secondary schools and universities, and the discussion is illustrated with data gathered from trainee teachers in this sector. Understandings of confidence are considered and it is argued that the inculcation of confidence through risk-taking is important for new teachers in their journey to praxis. The article concludes by arguing that the transformative potential of critical engagement with professional knowledge on teacher education courses and through work-based learning (WBL) should be balanced with the need for the good and appropriate time necessary for the risky political act of reflection, not merely the immediate technical evaluation of practice.