Pre service teachers' voices while learning to teach: what can be learned from England?
An attempt to facilitate pre-service teachers learning, which is attuned with their learning needs, raises questions regarding how these pre-service teachers learn to teach. Learning to teach is developmental and it is a lifelong process; therefore, it puts heavy demands of cognitive, affective, a...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Universiti Putra Malaysia Press
2010
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| Online Access: | http://psasir.upm.edu.my/id/eprint/16278/ http://psasir.upm.edu.my/id/eprint/16278/1/62.%20Pre-service%20Teachers%E2%80%99%20Voices%20While%20Learning%20to%20Teach.pdf |
| _version_ | 1848842916333617152 |
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| author | Abd. Rahman, Fadzilah Scaife, Jon Yahya, Nurul Aini |
| author_facet | Abd. Rahman, Fadzilah Scaife, Jon Yahya, Nurul Aini |
| author_sort | Abd. Rahman, Fadzilah |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | An attempt to facilitate pre-service teachers learning, which is attuned with their learning needs, raises questions
regarding how these pre-service teachers learn to teach. Learning to teach is developmental and it is a lifelong
process; therefore, it puts heavy demands of cognitive, affective, and performance nature upon pre-service teachers (PSTs). In fact, it is a complex process as information which is useful to experienced teachers may not have the same value to beginners (Arends, 2004). An understanding of the process of learning to teach may help to clarify the role of teacher education programmemes especially at the pre-service level (Feiman-Nemser and Remillard, 1996). For instance, what do PSTs come to know about teaching and learning? How in the process of becoming teachers do PSTs replace notions about teaching and learning with practical knowledge of subject matter, pedagogy, learners, contexts, and learning that can inform their teaching judgments and
actions? This paper discusses the findings from a study conducted at the Department of Educational Studies of
a university in England. The study focused on how pre service teachers develop their knowledge of teaching
throughout their teaching practice period. An in-depth semi-structured interview was carried out with the preservice
teachers who were in their final semester of a one year postgraduate programme and at the time of the study, were in school experience (practicum) placements. Results were summarised into four main categories, namely pre-service teachers’ preparations of the lesson, expectations of the learning outcomes, reflections of their teaching and rooms for improvements. Understanding how pre-service teachers learn to teach would be a great help in designing teacher education programme effectively. The knowledge needed by the PSTs should be the guidelines in developing the curriculum of a teacher education programme. |
| first_indexed | 2025-11-15T08:06:44Z |
| format | Article |
| id | upm-16278 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T08:06:44Z |
| publishDate | 2010 |
| publisher | Universiti Putra Malaysia Press |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-162782015-10-20T06:48:48Z http://psasir.upm.edu.my/id/eprint/16278/ Pre service teachers' voices while learning to teach: what can be learned from England? Abd. Rahman, Fadzilah Scaife, Jon Yahya, Nurul Aini An attempt to facilitate pre-service teachers learning, which is attuned with their learning needs, raises questions regarding how these pre-service teachers learn to teach. Learning to teach is developmental and it is a lifelong process; therefore, it puts heavy demands of cognitive, affective, and performance nature upon pre-service teachers (PSTs). In fact, it is a complex process as information which is useful to experienced teachers may not have the same value to beginners (Arends, 2004). An understanding of the process of learning to teach may help to clarify the role of teacher education programmemes especially at the pre-service level (Feiman-Nemser and Remillard, 1996). For instance, what do PSTs come to know about teaching and learning? How in the process of becoming teachers do PSTs replace notions about teaching and learning with practical knowledge of subject matter, pedagogy, learners, contexts, and learning that can inform their teaching judgments and actions? This paper discusses the findings from a study conducted at the Department of Educational Studies of a university in England. The study focused on how pre service teachers develop their knowledge of teaching throughout their teaching practice period. An in-depth semi-structured interview was carried out with the preservice teachers who were in their final semester of a one year postgraduate programme and at the time of the study, were in school experience (practicum) placements. Results were summarised into four main categories, namely pre-service teachers’ preparations of the lesson, expectations of the learning outcomes, reflections of their teaching and rooms for improvements. Understanding how pre-service teachers learn to teach would be a great help in designing teacher education programme effectively. The knowledge needed by the PSTs should be the guidelines in developing the curriculum of a teacher education programme. Universiti Putra Malaysia Press 2010 Article PeerReviewed application/pdf en http://psasir.upm.edu.my/id/eprint/16278/1/62.%20Pre-service%20Teachers%E2%80%99%20Voices%20While%20Learning%20to%20Teach.pdf Abd. Rahman, Fadzilah and Scaife, Jon and Yahya, Nurul Aini (2010) Pre service teachers' voices while learning to teach: what can be learned from England? Pertanika Journal of Social Sciences & Humanities, 18 (1). pp. 187-198. ISSN 0128-7702; ESSN: 2231-8534 http://www.pertanika.upm.edu.my/Pertanika%20PAPERS/JSSH%20Vol.%2018%20(1)%20Mar.%202010/21%20Pg%20187-198.pdf Teaching. Teachers - Training of - England. |
| spellingShingle | Teaching. Teachers - Training of - England. Abd. Rahman, Fadzilah Scaife, Jon Yahya, Nurul Aini Pre service teachers' voices while learning to teach: what can be learned from England? |
| title | Pre service teachers' voices while learning to teach: what can be learned from England? |
| title_full | Pre service teachers' voices while learning to teach: what can be learned from England? |
| title_fullStr | Pre service teachers' voices while learning to teach: what can be learned from England? |
| title_full_unstemmed | Pre service teachers' voices while learning to teach: what can be learned from England? |
| title_short | Pre service teachers' voices while learning to teach: what can be learned from England? |
| title_sort | pre service teachers' voices while learning to teach: what can be learned from england? |
| topic | Teaching. Teachers - Training of - England. |
| url | http://psasir.upm.edu.my/id/eprint/16278/ http://psasir.upm.edu.my/id/eprint/16278/ http://psasir.upm.edu.my/id/eprint/16278/1/62.%20Pre-service%20Teachers%E2%80%99%20Voices%20While%20Learning%20to%20Teach.pdf |