Andere Kunden interessierten sich auch für
![Reading to Learn in Content Areas: The Case of Pre-Service Teachers]( "Reading to Learn in Content Areas: The Case of Pre-Service Teachers")
Reading to Learn in Content Areas: The Case of Pre-Service Teachers42,99 €![Sense of Efficacy and Learning Beliefs of Pre-service EFL Teachers]( "Sense of Efficacy and Learning Beliefs of Pre-service EFL Teachers")
Sense of Efficacy and Learning Beliefs of Pre-service EFL Teachers32,99 €![TRAINING PRE-SERVICE TEACHERS FOR SCIENCE EDUCATION]( "TRAINING PRE-SERVICE TEACHERS FOR SCIENCE EDUCATION")
TRAINING PRE-SERVICE TEACHERS FOR SCIENCE EDUCATION32,99 €![Reflections upon EFL Pre-service Training in Algeria]( "Reflections upon EFL Pre-service Training in Algeria")
Reflections upon EFL Pre-service Training in Algeria46,99 €![Personality Variables and Dogmatism on Pre-Service Music Majors]( "Personality Variables and Dogmatism on Pre-Service Music Majors")
Personality Variables and Dogmatism on Pre-Service Music Majors32,99 €![Pre-Service Teachers¿ Perceptions of Integration and Inclusion:]( "Pre-Service Teachers¿ Perceptions of Integration and Inclusion:")
Pre-Service Teachers¿ Perceptions of Integration and Inclusion:23,99 €![An Investigation of the Impacts of Individual Differences on Learning]( "An Investigation of the Impacts of Individual Differences on Learning")
An Investigation of the Impacts of Individual Differences on Learning38,99 €
This study investigates the development of pre-service teachers with reference to the core conditions of counselling in a guidance training programme, which is a part of a pre-service new B.Ed. module. Qualitative rather than quantitative research approach was used. The sample was a class of 37 pre-service teachers. Among them, 16 student teachers with some seemed to be very aware of, others largely ignorant about the guidance role of teacher were selected for in-depth interviews to chart their development. The results of the study show that student teachers had increased awareness and understanding of the guidance role of teachers during the training programme. They also developed their abilities in handling pupils problems in terms of attitude towards pupil, feeling for pupil and counselling strategies and skills. Nearly all of them had progress in each of these three areas in different contexts of pupils problems. The results of the present study have implications for policy setting and implementation of Whole School Approach to guidance in schools and teacher education programme.