TAILIEUCHUNG - Professional experience - an important component in primary teacher training curriculum
This paper presents some conceptions of Professional Experience and its meaning in primary teacher training curriculum. There are two ways for teacher students to do their Professional Experience activities. First, student teachers involve in actual school to give their ideas. Second, student teachers have full-time Professional Experiences at primary school. The paper also introduces some experiences in primary teacher training curriculum in Australia, Japan and Viet Nam. | VJE Vietnam Journal of Education, Vol. 2, 2018, pp. 7-11 PROFESSIONAL EXPERIENCE - AN IMPORTANT COMPONENT IN PRIMARY TEACHER TRAINING CURRICULUM Le Thi Thu Huong - Thai Nguyen University of Education Received: 11/11/2017; Revised: 18/01/2018; Accepted: 25/01/2018. Abstract: Professional Experience is an important and essential activity in primary teacher training programs. This paper presents some conceptions of Professional Experience and its meaning in primary teacher training curriculum. There are two ways for teacher students to do their Professional Experience activities. First, student teachers involve in actual school to give their ideas. Second, student teachers have full-time Professional Experiences at primary school. The paper also introduces some experiences in primary teacher training curriculum in Australia, Japan, and Viet Nam. Some suggestions to improve the effectiveness of Professional Experience are proposed in this article. Keywords: Professional Experience, teacher training curriculum, primary teacher, primary teacher, pedagogy practice. Professional Experience activities in primary schools: Involve in actual school to give their ideas; - full-time Professional Experiences at primary school . The role of Professional Experience activities According to Miguel (1996), the professional experience’s aims are to: (a) let students face real professional settings, (b) set up frames of reference to better understand concepts met in academic subject matter studies, (c) let students become conscious of their needs, strong points and weaknesses, to recognise aptitudes and abilities (especially those concerning interpersonal relationship), (d) have them reflect on the contents of practice periods, keeping logs and writing reports, (e) further reflecting on their own reports, through the “reconstruction of scholastic experience”, to perceive the difference between pupils’ and teachers’ standpoints [2]. There are four areas students can develop .
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