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Yazar
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Abdelrahman Ahmed Elfaki Abdalla
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Türü |
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Baskı Yılı |
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2020
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Sayı |
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55
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Sayfa |
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77-94
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DOI Number: |
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| Cite : |
Abdelrahman Ahmed Elfaki Abdalla , (2020). STAGES OF PRACTICAL TRAINING AND ITS ROLE IN TEACHER TRAINING AND IN FORCING HIS EFFICIENCY. Route Education and Social Science Journal , 55, p. 77-94. Doi: 10.17121/ressjournal.2819.
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1253 925
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Özet
The aim of the research is to be acknowledged with the three
phases of teaching practice and its role in preparing the student
teacher up grading professional qualifications. The researcher has
chosen the descriptive methodology as it is suitable due to the
nature of this research. The research tool is represented by
interviewing ten experts because of their awareness and they are
well acquainted with the teaching practice phases, acknowledged
with their long experience in the phases of the teaching practice.
After analyzing the interviews, the researcher reached the
following results: The observation period available to the student
teacher gains him more skills professional qualifications. The
participation period is not sufficient; the student teacher acquires
a lot of teaching competencies during the teaching practice. The
researcher recommended the following: Giving the phases of
teaching practice sufficient time or a full academic year.
Establishment of training schools within the colleges of
Education. Motivating collaborators in the teaching practice
phases. Follow the latest method of training and focus on microteaching.
Anahtar Kelimeler
Observation, participation, practicing, professional qualifications.
Abstract
The aim of the research is to be acknowledged with the three
phases of teaching practice and its role in preparing the student
teacher up grading professional qualifications. The researcher has
chosen the descriptive methodology as it is suitable due to the
nature of this research. The research tool is represented by
interviewing ten experts because of their awareness and they are
well acquainted with the teaching practice phases, acknowledged
with their long experience in the phases of the teaching practice.
After analyzing the interviews, the researcher reached the
following results: The observation period available to the student
teacher gains him more skills professional qualifications. The
participation period is not sufficient; the student teacher acquires
a lot of teaching competencies during the teaching practice. The
researcher recommended the following: Giving the phases of
teaching practice sufficient time or a full academic year.
Establishment of training schools within the colleges of
Education. Motivating collaborators in the teaching practice
phases. Follow the latest method of training and focus on microteaching.
Keywords
Observation, participation, practicing, professional qualifications.
