An Evaluation Study of School-Based Work of Initial Teacher Training for Early Childhood Education in Jordanian Universities

Autor/in	Momany, Mohammad
Titel	An Evaluation Study of School-Based Work of Initial Teacher Training for Early Childhood Education in Jordanian Universities
Quelle	In: European Journal of Educational Sciences, 1 (2014) 2, S.242-264 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1857-6036
Schlagwörter	Mentors; Student Teachers; Foreign Countries; Partnerships in Education; College School Cooperation; Student Teacher Attitudes; Proximity; Preschool Teachers; Preservice Teacher Education; Early Childhood Education; Lesson Plans; Observation; Teacher Student Relationship; Jordan + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Hochschulpartnerschaft; Lebensnähe; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehramtsstudiengang; Lehrerausbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lesson planning; Unterrichtsplanung; Beobachtung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study was designed to investigate the participants' perceptions towards the school-based work of ITT and the partnership between training units at the universities and the partner schools.Questionnaires and interviews were implemented in this study. The views related to the schoolbased work of ITT were obtained from 195 participants in ITT (146 student teachers, 24 mentors, and 11 tutors). The findings related to the school-based work of ITT showed that the observation stage was felt to be inadequate both in its length and organisation. Both student teachers and tutors expressed some reservations about the mentors' role in implementing the observation stages. The findings showed that the tutors and mentors mostly ignored the observation lessons, nor was there any organisation or plan for the observation lessons. Furthermore there is no real analysis or discussion of the observation lessons between student teachers and their mentors and tutors. The partnership between the partner schools and the universities was seen by most respondents in the study to be inadequate. Relationships and communications between the universities and partner schools are poor and there is a lack of support for partner schools from the Universities. There are no selection criteria for the partner schools other than their proximity to the universities and there is no student choice of schools. Facilities for students in school are limited and some headteachers regarded the student teachers as creating problems for the administration and facilities because of the large numbers placed with them. Many of the student teachers felt that the partner schools were not the most appropriate places for their training. (As Provided).
Anmerkungen	European Scientific Institute. International Relation Office, St. 203, No.1, 2300 Kocani, Republic of Macedonia. e-mail: contat@ejes.eu; Web site: http://ejes.eu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01