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This research aimed to measure the drawbacks of in-service training Design for teachers at elementary and secondary levels in Punjab. The main objective of the study was to investigate whether training related to presentation skills is given to teachers or not. The population of the study consisted of all Trainers and Trainees (Teachers) at Elementary and Secondary level in Punjab. The sample of the study was comprised of 665 trainers and trainees and the sample for supplementary Questioners comprised of 621 trainers and trainees. Data was collected through Questioners. Two separate Questioners were developed for trainees and trainers and a supplementary Questionnaire was also prepared to address the remaining aspects related to disaster management, Computer skills, use of social media, and multigrade teaching. Three-Point scale was used for questionnaires and weightage was given as (1) Mostly (2) To Some Extent (3) Not at All. Chi-Square test was applied for Statistical analysis. The researcher personally visited the schools and distributed questionnaires among respondents. Data collected through research instruments were tabulated, analyzed, and was discussed. Rawalpindi and Gujranwala Divisions were selected for collection of data and the study was delimited to District Attock, Rawalpindi, and Gujranwala. This Research is fruitful for trainees and trainers as well as the administration of the Training Institutes. In the end, the Findings of the research show satisfactory results but most of the areas were neglected which needs to be addressed.

This article is concerned with assessment of those in England training to become citizenship secondary teachers. We sketch the background to initial teacher education for secondary citizenship education, outline the methods of an empirical project on assessment of trainees and draw attention to emerging issues. We describe practice in selection, assessment of written assignments and assessment of teaching. We discuss issues relating to the provision of explicit experience of citizenship education for trainees in schools, the attempts that are being made to develop integrated and progressive approaches to assessment and the nature of the balance between specific and generic matters in the assessment of citizenship in ITT. Assessment of citizenship trainees is undertaken without serious controversy, is reliant on generic ITT practices and somewhat distinct from what one might expect given the expansive rhetoric about citizenship education.

PurposeThe purpose of this paper is to investigate the practice of teacher trainees on science and the relevance of science education. The study focuses on teacher trainees' practice on science teaching and its relevance to understanding science education.Design/methodology/approachThe study employed a survey method using questionnaires. The samples consist of 80 teacher trainees, majoring in Science Education, from a teachers training institute in Malaysia. The teacher trainees were asked to complete a set of questionnaires on the relevance of their content knowledge of science to Science Education, application of student's home culture in classroom science and in infusing moral education in classroom lessons. The data obtained from the questionnaires were analyzed using descriptive statistical and inferential statistical (independent samples t‐test).FindingsThe results showed that the female trainees' practice of science and the relevance of science education is significantly higher than that of their male counterparts. Besides that, the findings indicate that there is no significant difference between the male and female trainees on their practices of students' home culture applied in classroom science and applying moral education in teaching science. The findings also indicated there is a need to bring in students' home culture into the teaching and learning of science.Practical implicationsFindings of this paper suggest one approach that could be adopted to make science education more relevant to the students understanding is by incorporating teaching strategies that are designed to promote content learning through a cultural relevant curriculum. This will make schools a better place to inculcate environmental concerns for a sustainable future.Originality/valueThis paper highlights the need to educate trainee teachers (male and female) and bring them closer to gain cooperation and commitment to achieve sustainability. The paper also proposes the need to bring in students' home culture, priorities and concern into the teaching and learning of science.

The paper analyzes the requirements for the labor market at the beginning of the 21st century, and overviews the novelties of employee assessment and selection which make a claim on the school and higher education, in particular teacher training. The priority for a creative society is a creative participant in the labor market. The needs of the multicultural market can be met by people who were brought up in a stable culture and are able to offer uniqueness and novelty, therefore, the paper focuses on the Baltic countries which are similar in their historical, political and geographical situation. The article analyzes the creativity of the trainee Technology teachers in their final years of study in the Baltic countries. Creativity breeds creativity, hence, the creativity of trainee teachers is analyzed as their readiness to educate learners who would meet the requirements of the labor market of the beginning of the 21st century. The activity of a creative person is relevant in diverse contexts from the school to the employer. Technology teachers were selected due to the particularity of their subject. In classes of home economics different school subjects are applied practically, thus the creativity of Technology teachers is becoming exclusive in the context of preparing learners for life. Relating the literature review and the data of a qualitative analysis, it can be anticipated that a creative teacher of Technologies in the Baltic countries can be an indicator of an attractive and successful school of the beginning of the 21st century.

Abstract
Claims for the value of literature in EFL teaching and learning traditionally centre around three models: the cultural, language, and the personal growth model (Carter & Long, 1991). In the context of EFL teacher education, the core question is: can literature also contribute to the professional development of EFL trainee teachers and, if so, how? Based on the assumption that school-related English-language literature can be used for professional case-based work this paper reports a context-specific interdisciplinary model of literature in education which synthesizes case theory (Steiner, 2004) and the theory of dialogic aesthetic reading (Delanoy, 2002), thus providing an educational setting for both literary experience and professional learning in EFL teacher education.

Poor academic achievement of pupils in Nigerian primary schools together with its attendant problems has been worrisome to stakeholders in education system such that several factors like teachers' incentives and other perennial problems has been pointed to as the cause of its occurrence. This study investigates the impact of teachers' incentive on teachers' performance in primary schools in Ogun State. A descriptive survey research design and simple random sampling technique was used to select 100 teachers from both private and public schools for the study. A self-developed questionnaire was used to collect data for the study while collected data analyzed using ANOVA statistics. The findings showed that (i) there is significant difference in teachers' condition of service and teachers performance in primary school (F (1,98) = 10.245, P < 0.05), (ii) there is significant difference between teachers' fringe benefit and teachers performance (F (1,98) = 8.133, P < 0.05), (iii) the relationship between teachers' incentive and teachers' performance in primary school is positive and significant (r = 0.146* at p < 0.05). It was suggested that government should improve welfare packages, condition of service and other benefits of teachers. Article visualizations:

This research aims to measure the impact of training on the professional qualification of teacher-trainees in all the specifications, behaviors, skills and professional competence corresponding to the practice of the teaching profession by deploying the Kirkpatrick model. To do this, we sent a questionnaire to the mathematics teacher-trainees who benefited from the qualifying training in CRMEF-Settat (Promotion 2019). We, subsequently, conducted an interview with the majority of their trainers. This study allowed us to detect dysfunctions: At the organizational level: Mismatch between the specialty of the diploma obtained by the trainee teachers (physics, chemistry, computer science) and the subject they will be teaching (Mathematics), Lack of an adequate structure at the CRMEF likely to take care of the management and implementation of the MSP (the practical situations) and Insufficient time training. And at the educational level: Insufficient communication between trainers and teacher-trainees, and Lack of support for these teachers in internship places during the MSP period.

Received: 19 July 2021 / Accepted: 20 August 2021 / Published: 5 September 2021

Teachers' subject matter knowledge (SMK) is one factor contributing to teaching "successfully", as this provides a basis from which pedagogical content knowledge develops.
UK-based trainee science teachers teach all sciences to age 14 and often up to age 16. Trainees have specialist science knowledge in chemistry, physics or biology from their degrees. Other sciences may not have been studied since school. Thus, trainee science teachers often teach "outside specialism". The extent to which teaching within and outside specialism influences successful teaching, ensuring learning objectives are achieved, was investigated.
Sources 71 trainees use for preparing within and outside specialism science lessons for 11-14s and 11-16s and effects on teacher self-confidence of working in these two domains were probed by questionnaire and interview. All trainees responded to open and closed questions, and Likert scale statements exploring preferences for teaching, self-confidence, handling subject-related questions within and outside specialism, and attitudes towards learning new SMK. A sub-group of 12 participated in individual semi-structured interviews.
Results are counter-intuitive: trainees teach more successful lessons outside specialism, particularly in the early stages. This relates to using a richer range of SMK sources, including, crucially, advice from experienced colleagues. Within specialism, trainees report an inability to select appropriate knowledge and /or strategies and a sense of conflict in teaching inaccurate information. Some "anxious" trainees rely heavily on extant materials for outside specialism teaching. "Super-confident" trainees able to teach any science focus on selection of appropriate instructional strategies and realise early on the need to transform SMK.

"Poku's book powerfully refutes the lie that racism is a thing of the past and that the education system provides a model success story for Black children and teachers alike. Based on in-depth research with Black trainee teachers, the study exposes the daily violence of racist assumptions, humiliations and exclusions that make up the everyday racism of contemporary schooling". –David Gillborn, Emeritus Professor of Critical Race Studies, University of Birmingham, UK. "In 1967 'To Sir with Love' exploded on our screens exposing the unbelievable racism of black teachers in British schools. 65 years on Poku's brilliant, witty and eloquent book reveals the job of tackling racism in the classroom is still far from done. A book that packs a powerful punch for a profession under-fire". –Professor Heidi Safia Mirza UCL University of London, Author Race, Gender and Educational Desire This book investigates the racism experienced by Black teacher trainee Post-graduate students whilst on teaching placements in South London primary schools. Using critical race theory as an epistemological lens, the book goes on to explore their experiences in school via testimonies around the gaslighting they were subjected to. Chapters delve into how these students work to fit themselves into the school's white space at an emotional and psychological cost and addresses the questions these experiences raise for those in charge of PGCE courses and Initial Teacher Education. Veronica Poku is Head of MA Education: Culture, Language and Identity as well as a lecturer and researcher in the field of educational studies at Goldsmiths University of London, UK. With a particular interest in race, education, gender, culture and social justice, Veronica's research makes use of critical race theory and narrative inquiry when working with student teachers. .

The article focuses on the problems which trainee teachers face in reflecting on observed lessons taught by experienced teachers. Observing and discussing live and recorded lessons is part of a practical module in a Bulgarian state university run together with a course in ELT methodology, with the aim of helping trainee-teachers link theory to practice in preparation for their school-based internship. The discussion is based on the results of 74 BA and MA trainee-teachers' written assignments of a whole video lesson observation (with the task of identifying its stages, procedures, and the rationale behind them), and a follow-up collective feedback aimed at revealing the sources of identified problems. A checklist including targeted observation foci was used for collecting quantitative data related to the elements of the lesson which were identified and correctly interpreted by the participants. Data analysis revealed no significant differences between the results of BA and MA trainees, who experienced similar difficulties in recognizing teaching techniques and interpreting teacher's actions in terms of ELT theory, perceiving the lesson as a coherent entity, and understanding the logic of its organisation. The post observation feedback provided some insights into the problems, suggesting that they might stem from insufficient theoretical preparation and the lasting impact of trainees' native educational culture with its traditional models of teaching; factors which might lead to conscious rejection of practices perceived as strange or inappropriate for the local teaching context. The implications of the study are linked to possible measures for overcoming the challenges and enhancing trainees' development of professional expertise.

In-service training (INSET) is crucial for language teachers who play instrumental role for effective curriculum implementation of any educational programme. Bangladesh Madrasah Teachers Training Institute (BMTTI) is the only government training institute which provides both pedagogical and administrative trainings to 1, 38, 775 madrasah teachers (BANBEIS, 2018). The question which motivated the study was whether the secondary English teachers—6553 as of 2018 (BANBEIS, 2018)—got adequate and effective pedagogical training from the institute. Having adopted the mixed-method-approach, the author administered questionnaires to 20 teachers, interviewed the three English language trainers of the institute, and analysed the training module. Findings show that INSET facilities for madrasah English teachers are clearly insufficient, and the trainings do not deliver expected outcomes due to at least four reasons: (a) inadequacy of the institute's logistics to conduct training sessions for the required number of English teachers every year; (b) absence of permanent and professional trainers; (c) lack of motivated trainee teachers; and (d) ineffective training modules. The study implies that the madrasah education, though runs parallel with the mainstream education system in Bangladesh, has not been given required attention so far as INSET for English teachers is concerned. Since teacher training is an integral part of continuing professional development (CPD), inadequate training facilities will certainly affect CPD for the madrasah teachers which will ultimately encumber curriculum implementation. The study will have substantial impact on the future policy making with regard to the appropriateness and effectiveness of training sessions for the secondary English teachers of Bangladeshi madrasahs.

Bibliography: leaves 211-214. ; This dissertation studies the communicative competence in English of Afrikaans-speaking teacher trainees at Afrikaans medium teachers' training colleges with regard to entrance and terminal assessment standards. The literature survey indicates that since 1938 no tests to establish teacher trainee communicative competence in English have been conducted. The literature survey describes the concepts communicative competence and bilingualism. It establishes that for an Afrikaans-speaking person to be communicatively competent in English s/he needs to be bilingual, but that in the R.S.A. with a strongly entrenched (legally and politically) system of monolingual education for Whites there is no system of meaningful bilingual education which will produce the kind of bilingual teachers as required by educational statutes. Through norm-referenced testing groups of first- and final-year Afrikaans-speaking teachers' training college students have been compared to English-speaking Standard V, Vll and X pupils. The average performance of both groups of teacher trainees is comparable to that of the average English-speaking Standard V. Through a questionnaire individual teacher trainees have indicated their bilingual support system. The data have been quantified in order to provide a bilingualism index. This index correlates positively with the results obtained in the norm-referenced test. From the norm-referenced test fifteen candidates from each of the first- and final-year student groups have been elicited. They represent the top, middle and bottom five for each particular group. These candidates have sat for a multi-mode criterion referenced test. Only the top five in each group have attained an acceptable degree of communicative competence. One can thus assume that at most, approximately only one third of the teacher trainees have an acceptable degree of communicative competence in English which will enable them to teach English as a second language. Conclusion: the entrance and terminal assessment standards regarding the communicative competence in English of Afrikaans-speaking teacher trainees at Afrikaans medium teachers' training colleges are too low.

Purpose– The purpose of this paper is to describe and analyse a teaching strategy designed to increase the awareness of trainee teachers and educate them with regard to sustainable consumption.Design/methodology/approach– Ninety-four subjects (trainee teachers) were assessed on their knowledge of the environmental impacts of consumerism, their attitudes to sustainable consumption and their behavioural intentions before (pre-test) and after (post-test) the teaching intervention took place.Findings– Statistical analysis of the results obtained revealed that subjects increased their knowledge of the social and environmental impacts of consumerism, became more aware of the need to take action in this regard, and developed behaviours oriented towards a sustainable model of consumption.Research limitations/implications– The proper application of an educational strategy of this nature requires more time than that actually assigned to the teaching intervention itself. This obstacle was overcome by using the time envisaged by the European Space for Higher Education, but the outcome could not be monitored.Practical implications– A reduction of individual and collective consumption in universities.Originality/value– The study demonstrates the possibilities of an educational strategy that when applied to trainee teachers in higher education promotes sustainable consumption.

In this study on "Metacognitive Awareness and Academic Grit among B.Ed. trainees". A sample of 300 teacher trainees studying in B.Ed. colleges were taken for this study. The B.Ed. colleges are three different categories namely Government, Government Aided and Self finance colleges of Chennai, affiliated with Tamil Nadu Teachers Education University. In order to test the formulated hypotheses Metacognitive Awareness Inventory (MAI) by Schraw. G and Dennison. R. S. (1994) and the Revised Turkish Version of Grit scale by Akin et al., (2011) were used. The result revealed that i. there is a significant difference in Metacognitive Awareness among B.Ed. trainees with respect to gender, ii. There is no significant difference in Metacognitive Awareness among B.Ed. trainees with respect to Government, Government Aided and Self finance Colleges of Education, iii. There is a significant difference in Academic Grit among B.Ed. trainees with respect to Tamil and English as the medium of instruction, iv. There is a significant difference in Academic grit among B.Ed. trainees with respect to below Rs. 1,00,000 and above Rs. 1,00,000 as family annual income.