taking up to two years to complete. In-service programmes are delivered in universities‚ and in further education colleges on a franchise basis. Almost four-fifths of PCET teacher training provision follows this model. My research is focussed on a PGCE/CertEd programme that is franchised from a university on the North of England‚ and delivered to a network of FE colleges in the North of England. The research that this paper rests on was carried out amongst a year one part-time student group at one
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Inventory for Stressful Situations. Participants consisted of 118 educational psychology student teachers at the University of Brunei Darussalam. Of these‚ 89 (75%) were females while 29 (25%) were males. The sample comprised of 71 (60%) BEd and 47 (40%) PGCE students. Overall‚ the task-oriented strategy was the most used coping method followed by the avoidance-oriented style. There were no significant gender and program of study differences in the way participants employed the three coping procedures
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Teacher training support letter Teaching is my passion and I have been involved in education for almost all my life. After having taught for so many years and acquired a wealth of experience. I still have the enthusiasm to continue contributing to the education of the child. From 1984 to 1987 I was at Belvedere Technical Teachers College an associate college of the University of Zimbabwe and obtained a Certificate in Education. I have a Bachelor of Technology Education: Management Degree
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QTLS 1) Teaching Biography I can clearly remember from a young age trying to help my younger family members with their school work. I enjoyed helping people‚ as I progressed through life‚ I liked coaching members of my team but never pursued it any further until one morning I woke up and decided that I no longer wished to work in a bank. I longed for a change and whilst I was on maternity leave‚ I looked into the possibility of entering teaching. I cannot afford this I thought‚ I must be mad wanting
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I am applying for the Postgraduate degree PGCE Primary QTS pathway 3-7 years old. I am passionate about teaching because the experience which I have gained over the years has given me the pleasure of making a positive difference to children’s lives. I understand that the principle of teaching is to help children meet or go beyond their potential. I thoroughly believe that I have the right skills and abilities to assist children in achieving this. I feel that what I have learnt and experienced will
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I would like to learn to teach English as a Foreign Language in the UK Numerous courses in Teaching English as a Foreign Language (TEFL) and Teaching English to Speakers of Other Languages (TESOL) are available in the UK. TESL (Teaching English as a Second Language) programs are also found in the UK‚ and more information on TESL may be obtained by contacting NATECLA (National Association for Teaching English and other Community Languages to Adults). What qualifications do I need to teach English
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Individual Learning Plan (ILP) TARGETS Name: Erfan Ovee Nomaan ID: XXX Course: PGCE Session: Sep 12 - Aug14 Date set Targets Actions needed to achieve targets Time scale (Weeks) Review 10/03/2013 01/02/2013 Improve Knowledge of PGCE Socialise with teachers‚ exchange phone numbers Participate in class activities and group discussions. Most importantly keep an open mind‚ Clarify the level of qualification. 2 weeks / continuous Continuous Good
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and once I have obtained my CELTA certificate and gained some more practical knowledge within schools; I am particularly interested in completing my Post Graduate Certificate of Education (PGCE). The CELTA course would be greatly beneficial in helping me gain valuable experience in preparation for my future PGCE. Having lived in Jakarta for a few years‚ I am able to empathize with some the hardships involved in learning a new language. It is important to build rapport with the student whilst still
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Educational Needs‚ working with families and learning outside the classroom. Following this‚ I decided to pursue teaching and undertook a PGCE at Brighton University. I chose to specialise in 3-7yrs as this is an age group that I find particularly rewarding to work with and believe that these years can fundamentally influence a child’s attitude to future learning. During my PGCE I completed 3 placements in KS1 (two in Early Years and one in Year 1); I also observed teaching
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Pedagogy: Teaching and Learning Strategies During my PGCE placements I felt I have used a wide variety of assessment‚ teaching and learning strategies. I feel that this is absolutely necessary in terms of providing the best possible service to the pupils. To be repetitive‚ predictable and non-contemporary with such strategies is to compromise the effectiveness of your teaching and limit the chance of achieving your Learning Objectives. It is crucial at the outset to understand that the pupils under
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