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The aim of this study is to investigate and evaluate the efficacy of scenario interviews compared to semi-structured interviews as a substitute data-gathering technique in inclusive education research. The scenario interview technique allows researchers to explore the complex and context-dependent nature of inclusive teaching practices. This study was designed using a phenomenological approach, and 17 trainee teachers volunteered to participate. Further, a semi-structured interview and inclusive education scenarios have been used. In this research, the analyses of the scenario interview and semistructured interview data show that there are differences between each other, even though the researcher asked similar questions in both techniques. Furthermore, the scenario interview provided more meaningful, detailed, and precise data to reach the research purpose. In these two data collection techniques, the participants talked about very general topics in the semi-structured interview, and it was not much possible to reach many details that will give us an idea about what the participants know and how they would deal with it. On the other hand, each participant expressed their own ideas according to each scenario and demonstrated their understanding of how to address and overcome the student's problem in special education. Therefore, the scenario interview data collection technique can be utilized in educational studies to gain insights into participants' perspectives, decision-making processes, interpretations of behaviour towards themselves or an organization, by using real or hypothetical events on specific topics. [ABSTRACT FROM AUTHOR]

The entry into the teaching profession is identified in the literature as a special, complex, and emotionally intense stage. Some teachers adopt turnover or attrition as coping tactics. The aim of this study is to understand the effect of the collective dimension on the professional development of physical education student-teachers in how they deal with emotionally significant situations. To avoid dropping out and to foster their well-being, beginners should develop their abilities by sharing their experiences. A mixed research design using a questionnaire and implementing a clinical activity procedure was adopted. Student-teachers (n = 139) had to write about 2 emotionally significant situations that they experienced during teaching, and they then shared or not with others. The second part of the study involved following up five student-teachers over the course of one year. A total of 32 filmed lessons with an emotionally significant situation served as support to self-confrontation and crossed interviews. The data were processed using the method of Bruno and Méard. The results show that student-teachers experience many emotionally significant situations, and this highlights the importance of using a collective dimension to help them cope with this emotional overload. Finally, these results open the potential value of a hybridised teacher education model of student-teachers, particularly when considering the emotional nature of the teaching profession and the necessity of sharing experiences in order to better deal with them. [ABSTRACT FROM AUTHOR]

Copyright of Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study was an exploration of trainee teachers’ understanding, perceptions of, and confidence in the use of peers in assessment for learning (AfL) at Bindura University of Science Education, Zimbabwe. Trainee teachers were enrolled in a programme that used a blended model of teaching and learning between February and June 2021. Trainees participated in online seminars and peer assessment in a course on curriculum development and completed questionnaire eliciting their attitudes toward peer assessment. A mixed-methods approach using both quantitative and qualitative methodologies was adopted. Quantitative data were analysed using descriptive statistics, mean item scores and the summated scores for the three constructs of confidence, benefits of and threats to peer assessment. Open-ended items were analysed qualitatively and emerging themes were reported. Summated scores of 4, meant trainees had positive attitudes toward peer assessment and believed in numerous benefits of using peer assessment. A summated mean score of 3 for threats to peer assessment meant trainee teachers had neutral views to the construct. Conflicting messages were evident. The same trainees who believed that peer assessment was useful still doubted sincerity of peers and preferred teacher assessment. Further research, using a larger population and sample and interviews to probe doubts in peer assessment, is recommended.

The entry into the teaching profession is identified in the literature as a special, complex, and emotionally intense stage. Some teachers adopt turnover or attrition as coping tactics. The aim of this study is to understand the effect of the collective dimension on the professional development of physical education student-teachers in how they deal with emotionally significant situations. To avoid dropping out and to foster their well-being, beginners should develop their abilities by sharing their experiences. A mixed research design using a questionnaire and implementing a clinical activity procedure was adopted. Student-teachers (n = 139) had to write about 2 emotionally significant situations that they experienced during teaching, and they then shared or not with others. The second part of the study involved following up five student-teachers over the course of one year. A total of 32 filmed lessons with an emotionally significant situation served as support to self-confrontation and crossed interviews. The data were processed using the method of Bruno and Méard. The results show that student-teachers experience many emotionally significant situations, and this highlights the importance of using a collective dimension to help them cope with this emotional overload. Finally, these results open the potential value of a hybridised teacher education model of student-teachers, particularly when considering the emotional nature of the teaching profession and the necessity of sharing experiences in order to better deal with them.

Second language trainee teachers need to use effective classroom language, or 'teacher talk', otherwise opportunities for second language learning can be reduced. However, trainees are often not aware of how their teacher talk influences opportunities for language development in the classroom. This study explores teacher talk data collected from lesson transcripts of teaching practice recordings and from stimulated recall interviews with nine trainee teachers who were studying on a Teaching English to Speakers of Other Languages Master's programme at a UK university. It encourages the trainees to look up-close at their teacher talk in order to raise their awareness of its impact on second language learning. The findings of this research show that trainee teachers use teacher talk features which close down learner interaction and that this may be due to their concern with getting through and moving on with the lesson rather than with supporting learning. [ABSTRACT FROM AUTHOR]

Introduction: Training period is the most important period of the teacher’s career.Doubtlessly, trainee teachers are exposed by high requires may developed subsequently to academic burnout. Aim of the Study : The objective of this research is to assess the academic burnout levels of trainee teachers during the training period and measure the internal reliability of the MBI-SS scale and each dimension. Materials and Methods: A cross-sectorial study took place between January and March 2020.Seven hundred and thirty-nine trainee teachers affiliated to Rabat-Salé-Kénitra Regional Center of Education and Training(CRMEF) responded to the French version of the MBI-SS instrument. Results: This sample is divided into 52,5 % Men et 47,5 % Women. The average age is 27,4 ± 4,9 years. The burnout scores conclude that more than 50% of participants are the moderate to severe levels of emotional exhaustion and cynism. Moreover, the internal reliability was calculated to test the homogeneity into the different dimensions.The Cronbach’s alpha value for all items was 0.75. Conclusion: This preliminary study can be applied to more specific samples in other regional centers [ABSTRACT FROM AUTHOR]

This research aims to identify the types of emotionally significant situations experienced by Physical Education Teachers in Training (PETTs) during the first year of their pedagogical specialization. Furthermore, the valence, the primary emotions, the intensity, the sharing and the effects of each situation is evaluated. Two emotionally significant situations are collected with a narrative questionnaire that 139 PETTs, representing three flights of students (n flight 1 = 45, n flight 2 = 53, n flight 3 = 41) and aged from 25 to 36 years old (n females = 47 and n males = 92) filled out. Data describes 278 experiences treated with an inductive method that described 12 types of situations (six with negative valence, five with positive valence and the type "Student with special needs" has both, positive and negative). Other areas of significance are analyzed with a cross-tabulated tables and descriptive scales method. Negative situations that lead to negative emotions (181/278) were in particular related to the transgression of rules by students and the threat student's physical integrity. The positive situations (79/278) are linked to motivated students and student's Learning. Some situations (18/278) are beginning negatively but the issue during the lesson is positive. Most PETTs reported that these situations (233/278) have positively contributed to their professional development. Finally, these results challenge traditional teaching methods and open up the potential value in hybridised coursework model of PETTs, particularly when taking into account the subjective nature of the teaching profession. [ABSTRACT FROM AUTHOR]

BACKGROUND: The trainee teacher seems to be more and more faced with frustration and stress during the training phase, caused by accumulation of requirements and duties, making them susceptible to the risk of burnout. The purpose of this work is to study the academic burnout of trainee teachers at the Rabat-Sale-Kenitra region's Regional Center for Education and Training Professions during the COVID-19 pandemic. MATERIALS AND METHODS: Seven hundred thirty-nine trainee teachers responded to a self-questionnaire comprising the Maslach Burnout Inventory–Student Survey scale in its French validated version, as well as stress factors during the academic year 2020–2021. Both inferential and descriptive methods of data analysis were used to represent the effect of sociodemographic variables on burnout levels during the COVID-19 pandemic. RESULTS: In agreement with the literature, most of trainee teachers show moderate and high levels of academic exhaustion; the main stressors presented are financial instability and training overload, and the level of study influences the scale of burnout among trainee teachers. CONCLUSION: The result of this study can serve as a predictor of academic burnout among Moroccan trainee teachers.

This study presents the perceptions of trainee teachers regarding the realisation of practical mathematical sessions to expand on the concepts that are taught in primary education using manipulatives. For a 4-month period, a practical session with the mentioned characteristics was carried out weekly with Year 1 students of the Primary Education Teaching Degree. After their completion of the module the students were requested to comment in writing on the utility of such practical sessions. The resulting information was analysed qualitatively through content analysis using ATLAS.ti software (Version 7.5.4). Six broad categories grouping the utilities considered by the students were found.

INTRODUCTION. This article presents a study concerning Norwegian trainee teachers' understanding of their oral and written competencies in higher education. The study focused on first year Education students as they prepared to become school or kindergarten teachers. The study aimed to explore student teachers' perceptions of their own performance in meeting the oral and written objectives of the academy. METHOD. The study sample included part-time and full-time students in the degree of education pursuing to teach in kindergartens and full-time master's students pursuing to be primary and secondary school teachers. RESULTS. The findings in this analysis of student teachers' experience concerning oral and written competencies, as expressed in sixty-seven narratives, indicated that they experienced high degrees of mastery for oral competency but lower levels for written competency. Furthermore, students struggled with what they described as hidden or unclear expectations related to academic text production. DISCUSSION. Based on four specific findings, the authors proposed further investigation of students' experiences in mastering language competencies. These findings on Norway will have parallels to other professional education programs elsewhere in Europe. [ABSTRACT FROM AUTHOR]

This research aims to identify the types of emotionally significant situations experienced by Physical Education Teachers in Training (PETTs) during their first year of their pedagogical specialization. Furthermore, the valence, the primary emotions, the intensity, the sharing and the effects of each situation were evaluated. Two emotionally significant situations were collected with a narrative questionnaire that 139 PETTs, representing three flights of students (n flight 1 = 45, n flight 2 = 53, n flight 3 = 41) and aged from 25 to 36 years old (n females = 47 and n males = 92) filled out. Data described 278 experiences treated with an inductive method that described 12 types of situations (six with negative valence, five with positive valence and the type "Student with special needs" has both, positive and negative). The other areas of significance were analyzed with a cross-tabulated tables and descriptive scales method. Negative situations that lead to negative emotions (181/278) were in particular related to the transgression of rules by students and the threat student's physical integrity. The positive situations (79/278) are linked to motivated students and student's Learning. Some situations (18/278) are beginning negatively but the issue during the lesson is positive. Most PETTs reported that these situations (233/278) have fostered their professional development. Finally, these results challenge traditional teaching methods and open up the potential value in hybridised coursework model of PETTs, particularly when taking into account the subjective nature of the teaching profession. [ABSTRACT FROM AUTHOR]

Copyright of Revue Universitaire des Sciences Humaines et Sociales is the property of University of Kasdi Merbah Ouargla and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Szkoła - Zawód - Praca is the property of Kazimierza Wielki University in Bydgoszcz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study presents the perceptions of trainee teachers regarding the realisation of practical mathematical sessions to expand on the concepts that are taught in primary education using manipulatives. For a 4-month period, a practical session with the mentioned characteristics was carried out weekly with Year 1 students of the Primary Education Teaching Degree. After their completion of the module the students were requested to comment in writing on the utility of such practical sessions. The resulting information was analysed qualitatively through content analysis using ATLAS.ti software (Version 7.5.4). Six broad categories grouping the utilities considered by the students were found. [ABSTRACT FROM AUTHOR]

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During the training phase, the trainee teacher seems to be more and more confronted with discomfort and stress, due to the accumulation of demands and obligations. Many of them are mostly unable to take it any longer, which makes them vulnerable to the burnout risk. This research aims to study the academic burnout of trainee teachers at the “Centre Régional des Métiers de l’Education et de la Formation “(CRMEF) of the Rabat-Sale-Kenitra region during 2019/2020. Four hundred and fifty trainee teachers responded to a self-questionnaire comprising the Maslach Burnout Inventory-Student Survey (MBI-SS) scale in its French version, as well as certain stress factors. In agreement with the literature, more than 60% of teachers show moderate and high levels of academic exhaustion, the main likely stressors presented are financial instability, and training overload. Many trainee teachers cannot cope with the burnout syndrome, which conducts to stress and absenteeism during the training, we hope that this study will lead to some practical solutions to prevent and reduce the risk of academic burnout.

With the aim of measuring trainee’s academic burnout, the Maslach Burnout Inventory –Student Scale was translated, revised and validated. A cross-sectorial study took place between November and March 2020.The sample consisted 160 trainee teachers (36% males, 64% females) from Kénitra Regional Center of Education and Training (CRMEF). The average age is 27.94 ± 5.44 years. The Data collected was analyzed by SPSS to establish descriptive analysis, calculate reliability, and other psychometric properties. An exploratory factor analysis was used to validate the MBI-SS instrument. The results indicated the conservation of three factors. All subscales had satisfactory reliability. This study can be applied to more specific samples in other regional centers.

Soft skills are components that have a significant impact on teachers' professional development. This study aimed to examine the mastery level of soft skills through practical programme among trainee teachers of a public university in Malaysia. The soft skills studied comprised of four components: communication, critical problem solving, teamwork, and information technology skill. A total of 111 trainee teachers from the Faculty of Education which consists of four different programs were involved as respondents. This study was a survey, using questionnaire as the instrument to collect data. The survey consisted of 50 items and was analyzed using five-point Likert scale. The result of the analysis demonstrated that the level of mastery of the four soft skills components were high where the teamwork skills and information technology skills promoted a high level of soft skills among respondents. However, critical problem solving skills and communication skills were at the moderate level, indicating that training teachers require more action to master these skills components. Findings suggest that the practical programme has a positive effect to the professional and soft skills development of the trainee teacher as an educator. [ABSTRACT FROM AUTHOR]

The aim of this research is to evaluate the trainee teachers' perception on the effectiveness of the international teaching practice program implemented by various international public higher institutions. The research questions cover the aspect of generic skills inclusive of communication skills, teamwork skills, and problem solving skills, together with the aspect of lesson plans, attitudes, and knowledge. 70 fourth year students from UTM, UNY, UPGRI Semarang, and UNIMUSH Makassar were randomly selected as the sample of this research. The data were analysed using descriptive analysis such as frequencies, percentages, mean, and T-test at 0.05 level of significance. Overall findings show that both Malaysian and Indonesian trainee teachers' perceptions retained at high level during the international teaching practice program. They also recorded positive perceptions on generic skills (mean = 4.14 (Malaysian); mean = 4.09 (Indonesian)), trainee teachers' lesson plan (mean = 4.12 (Malaysian); mean = 4.14 (Indonesian)), trainee teachers' attitude (mean = 4.12 (Malaysian); mean = 4.16 (Indonesian)), and trainee teachers' knowledge (mean = 4.19 (Malaysian); mean = 4.15 (Indonesian)). Future recommendations are also included to improve the program in the near future. [ABSTRACT FROM AUTHOR]