Command over different teaching skills is an important work for pre-service teachers. I am interested to know the different training tasks/techniques for which we can train pre-service teachers in various teaching skills.
Hi Noushad,
There are various ways one can learn how to teach, as you probably know. One thing which researchers and practitioners now seem to focus on in the 'enactment of teaching'. This focuses on linking the practical work student teachers are going to do, to the work at campus. You can find a nice overview of this in the in press book chapter by Karen Hammerness and Kirsti Klette: Hammerness, K., & Klette, K. (in press). Indicators of quality in teacher education: Looking at features of teacher education from an international perspective. To appear in G. K. LeTendre & A. W. Wiseman (Eds.), Promoting and sustaining a quality teaching workforce (Emerald Press).
You can also look for the article by Kennedy on the problem of enactment: Kennedy, M. M. (1999). The role of preservice teacher education. In Darling-Hammond, L. and Sykes, G. Teaching as the Learning Profession: Handbook of Teaching and Policy (pages 54-86). San Francisco: Jossey Bass. You can find the article here: https://msu.edu/~mkennedy/publications/docs/Teacher%20Ed/RoleofTE-LDH/Kennedy99%20Role%20of%20TE.pdf
Good luck!
@ Rute
I translated but could not understand the contents, Can you please explain what is this "TeacherDojo at the starting line" all about..
Perhaps you would like to check on Competency based Training (CBT). The training consists of Introduction, content, Q&A and assessment.
http://www.ncert.nic.in/programmes/teacher_edu/pdfs/Commerce.pdf
i truly believe in concept mapping as a learning strategy for students and an organizational tool for teachers. i have my student teachers concept map everything they will teach, use it as a skeleton concept map on the screen while students have done their concept maps on the readings the night before. then with their input,fill in the skeleton concept map as you teach to it. www.cmapgurley.home.comcast.net/
@ Rute
Good information on "exchanged ideas and opinions about what you can do at school , shared individual experiences and expectations - TeacherDojo ."
I would recommend teaching them how to use "debating" as a strategy to develop students' critical thinking skills and engagement. I have actually used it in teaching in-service teachers and have gotten a very successful response to the learning activity. Student teachers' feedback include that its motivating/engaging becuase of its competitive nature and helps tremendously in developing their critical thinking skills in having to rebut their opponents' arguments. Most importantly, your debate topic must relate to their prior reading, experience, or societal/global issue to really capture their interest and enthusiasm.
Best regards,
Debra
I think one very effective way is to demonstrate a particular strategy to the prospective teachers in classroom situation and then ask each one of them to make his/her presentation using that strategy for different subject content before peer group and get their observation to improve his teaching. The same process can be repeated for other teaching strategies and contents.
The teaching especially of mathematic requires that ones content and pedagogical content knowledge is good. If ones teacher knowledges are very of very high standard the teacher can develop or define teaching approaches that will enable children to acquire conceptual understanding of the subject. The approaches can be teacher centered and learner centered depending on the topic. Teacher centered approaches will engage the teacher most and these are such as lecture method. Learner centered can be such as projects. My book teaching elementary mathematics has a complete chapter on various teaching methods but it's just important to remember that a teacher with good content and PCK will be able to adjust to his/ or her teaching methods to suit the learners quite easily. q
Let the students practice multiple methods and use multiple methodologies in conjunction with reaching different learning goals and reaching out to multiple types of learner and have students reflect together with you on their teaching efficacy and the methodological efficacy and material efficacy relative to goals set and types of learner addressed and always let one's own teaching method and activities undergo mutual reflection so as to hit home the point of didactic awareness being crucial in promoting didactic skills: we learn learn by doing and by thinking as well as re-thinking.
