International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Mtika Peter
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4 items
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This paper examines school–university partnership and formative feedback within student-teacher field experience. The authors examine the qualities of a three-way dialogue about student-teacher progress, and the issues that militate against feedback being used to maximise professional development. This small study of additional support for students on field experience indicated that there were positive outcomes regarding the three-way dialogue about student-teacher progress. This dialogue gave a greater focus to the whole feedback process, encouraging the student to consider the learning goals of placement more clearly. And, particularly from the tutor point of view, this more intensive contact with the partner schools helped by giving an even greater incentive to the tutors to have a secure professional relationship with each other and thus with the schools.
Published: 2013
Updated: Sep. 20, 2016
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This study explored the implementation of partnership-based joint observation and related tripartite dialogue (JOTD) of student teachers as part of field experience, from the multiple perspectives of student teachers, supporter teachers and tutors. The findings indicate that student teachers, supporter teachers and tutors involved in this study were generally positive about their experiences of JOTD. As the findings further suggest, there may be situations which require some level of flexibility in the implementation of JOTD without necessarily disturbing the spirit of collaborative partnership. In conclusion, the findings from this exploratory study suggest that student teachers, supporter teachers and tutors had a range of views about their experiences while implementing JOTD.
Published: 2014
Updated: Jun. 23, 2015
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The current study is concerned with the recruitment of secondary teachers in Malawi. Trainee teachers’ dispositions are central to recruitment and retention within the teaching profession. The study shows that trainee teachers held a range of images about teaching: its ability to enhance knowledge; low pay with no incentives, low status profession, and lack of trust of male trainee teachers.
Published: 2011
Updated: Dec. 06, 2011
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This study aims to explore the development of attitudes towards educational inclusion among prospective primary school teachers in Scotland. Using a mixed methods design, the study employed a quantitative survey, a qualitative interview and survey to obtain data from two cohorts of student teachers. The findings indicate significant changes in student teachers' attitude towards educational inclusion. The student teachers' conceptions of inclusion pointed to a focus on creating an environment of belongingness, fairness, sensitivity and provision of support to enable all children to access the curriculum.
Published: 2010
Updated: May. 26, 2011