Field training

Field training

Field training is one of the important educational activities in the field of teacher preparation and training, as it is a process that helps the student/teacher acquire the educational competencies required for the nature of his professional role in education. The training is conducted in real field situations, in which the student/teacher translates his theoretical knowledge into tangible practical reality. It is a directed training period during which the student/teacher practices teaching skills within a specific school. During this period, he trains to teach his specialized subject to students in a specific class, under specific supervision from the college; he is directed to master the skills that enable him to perform his work effectively.

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Field Training Message

Field training provides the community with professionally qualified teaching staff, utilizing the latest practical educational methods and approaches that are comparable to those of international universities. It also supports sustainable development in all fields. This approach aligns with the College of Education's mission and philosophy in achieving its comprehensive educational and psychological vision and mission.

Preparing practicing, reflective, creative, and thoughtful teachers who plan creative teaching and learning activities that meet the diverse needs of learners. They use teaching and learning strategies appropriate to the nature of the courses and the educational stage. They implement diverse, learner-centered teaching and learning activities. They effectively utilize information and communication technology in teaching and learning. They evaluate various aspects of teaching and learning, including professional development. They reflect on and develop their professional practices, utilize the results of practical studies in their professional performance, and effectively utilize educational guidance and counseling mechanisms and classroom behavior modification with colleagues and learners.

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Field Training Vision

Advancing education in general, and teacher preparation and training in particular, to achieve global excellence, and translating this into professional practices in planning, implementation, evaluation, follow-up, and professional development.

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Field Training Philosophy

Field training is an essential component of the teacher preparation program. It is the melting pot of other specialized and educational components. Field training aims to equip students/teachers with specialized, educational, professional, and cultural competencies, including knowledge, attitudes, and skills in planning, implementation, and evaluation. This enables them to perform their duties as competent teachers, guides, and mentors.

Field training is implemented according to an organized plan over a specific period of time. During this time, students/teachers practice the educational process in their educational institutions affiliated with the Ministry of Education, where they apply the theoretical aspects they have studied in college in a practical way.

Field Training Foundations:

Field training is based on a set of foundations to achieve its desired goals. The most important of these foundations are: Considering field training as a component of teacher preparation programs, as it is an essential part of the program. This program aims to provide the student/teacher with an understanding of the reality of the educational process, test their teaching abilities, and perform their educational and administrative roles. Effective advance planning, field training by officials and supervisors, and the selection of schools. A comprehensive field training program to develop all aspects of the student/teacher: educational, instructional, and academic. Working to provide the necessary resources (human resources and material resources), such as a specialized supervisor, a cooperating teacher, and officials at the college and training school. Preparing the student/teacher for field training through the college's micro-teaching program before embarking on the teaching experience in schools.

Field Training Foundations:

Observation and conscious observation are a fundamental component of the field training program, which includes the objectives of developing the student/teacher's ability to observe, organize, and observe with purpose and with conscious, intelligent observation. The student/teacher evaluation process is a fundamental component of field training, as evaluation encompasses everything the student/teacher does within the classroom. This allows the student/teacher to benefit from their knowledge of their strengths and weaknesses and improve their performance in subsequent teaching situations.

The Importance of Field Training:

Enabling student trainees to adapt to their work, improve it, and keep pace with ongoing changes in the educational process.

Raising the productive capacity of qualified students in the educational field by enhancing their technical competencies and honing their training skills. Improving teaching is one of the most important functions of training, as a competent student is a tool for change in society. Therefore, pre-service training can be viewed as a strategy for educational and cultural change in society.

Enhancing students' experience, knowledge, and information.

Increasing productivity in the educational field, raising academic standards, and reducing student failure rates that plague educational institutions.

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General objectives of field training programs

Field training represents the practical aspect of preparing College of Education students for the teaching profession and school engagement. It aims to develop professional competencies, personal and social characteristics, and the skills necessary for future teachers. Field training aims to provide students with the opportunity to apply educational concepts, principles, and theories in a cognitive-behavioral manner, in the real-world setting of school. This enables students to acquire the educational competencies required by the diverse and evolving roles of teachers, ultimately enabling them to practice these competencies efficiently and effectively. The specific objectives of field training are to help the student/teacher achieve the following goals and outcomes:

Understand the components of the school and institutional system and the systematic interaction between these components.
Gain a true understanding of their professional abilities and qualities, and work to develop them to the greatest extent possible.
Understand the cognitive structure of the educational curricula the student studies at school.
Translating the educational theories, principles, and concepts learned during theoretical training at the college into practical application and educational practice.
Respecting the teaching profession and related services, appreciating its staff, and developing a positive attitude toward it.
Acquiring the competencies and professionalism that enable them to perform their work successfully in the areas of personal qualities, teaching, training, assessing student growth, and diversifying educational activities that interest students.
Familiarizing themselves with the basic concepts associated with field training.
Understanding the modern educational foundations and standards for field training.
Reducing the fears and intimidation that they experience before undertaking the teaching process.
Benefiting from the experiences of others through observation and collaboration with experienced teachers (model teachers) and through interaction with students and fellow trainees.
Diversifying teaching methods in the classroom.
Acquiring practical applications of teaching skills (planning, implementation, evaluation, and follow-up).
Using modern technology, such as computers and the internet, in student teaching and learning.

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  • Acquire practical applications in classroom management skills.
    Acquire practical applications in classroom communication and interaction skills.
    Acquire the ability to think systematically and solve problems using successful educational and psychological methods and techniques.
    Design teaching and learning tools and utilize them in the classroom.
    Acquire desirable positive attitudes toward the teaching profession.
    Master the skill of self-criticism and accepting criticism from others to improve the educational situation.

Rights and duties of the student/teacher, and the role of both the school principal and supervisor during the field training period

The success of any work is directly related to the mental image of this work among those in charge of it. Therefore, it is of utmost importance for the student/teacher to know his rights and duties during the field training period, and the role of both the school principal and the supervisor to be able to perform his role effectively and proficiently. The following is a brief presentation of the rights and duties of the student/teacher during the field training period.

Student/Teacher Rights During Field Training:

Your opinion will be taken into account when assigning schools and classes to the greatest extent possible.
You will be treated with respect by the school administration and teachers, just like any other teacher at the school.
Your cooperating teacher will provide you with sufficient information about the students and the school's work system.
You will receive advice and guidance from supervisors in an acceptable manner, free of insults, and in a setting where others are not allowed to hear criticism directed at you.
No one will interfere with the class unless you make an unforgivable mistake.
You will receive objective evaluation from the supervisor, cooperating teacher, and school principal.
You will be informed of the observations recorded by the supervisor on a timely basis, and you have the right to discuss them to gain your perspective.
You will be informed of the evaluation forms against which you are evaluated. The Field Education Office or Field Education Supervisor will inform you of your rights and responsibilities as a trainee.

Student/Teacher Duties and Responsibilities During Field Training:

Know and adhere to the school's rules and regulations.
Be punctual from morning assembly until dismissal.
Familiarize yourself with the school environment in all its aspects.
Prepare the lessons you teach in accordance with your training.
Perform your work with integrity and competence, adhering to professional ethics.
Implement the assigned school schedule and all other tasks assigned to you by the school administration.
Do not use corporal punishment when dealing with students, and implement school regulations to address student problems.
Participate in meetings that the college may hold for field education students.
Utilize the available educational materials and devices at school. Always review guidance bulletins and exam regulations to work accordingly. Accept the opinions of the supervisor and assistant teacher with openness and flexibility.
Cooperate with the school administration and other teachers.
Inform the supervisor or field education office of any problems you encounter.
Use class time to benefit the student.
Implement teaching methods and strategies appropriate to students.
Participate in all educational and learning activities implemented by the school.
Treat students with love, sincerity, and respect. Provide suggestions for developing the field education program for the Field Training Office.

School Principal Duties:

Receiving field training students, introducing them to the school, its classes, laboratories, activity venues, and teachers, each specializing in their field training.
Following up on the distribution of schedules to student teachers, determining their classes and assignments, and ensuring that all students have the opportunity to perform their teaching duties at the school.
Monitoring student attendance on designated field training days.
Creating student attendance records and signing them after ensuring they have been reviewed.
Facilitating access for students/teachers to the laboratories for each subject, including the multimedia lab, and assisting technicians and technology specialists at the school.
Participating in the formative assessment of the student teacher and visiting students in classrooms during field training for guidance and direction.
Participating in the final assessment of the student teacher, allocating 10% of the total grade allocated for field training.
Upon completion of field training, lists of the students' names and grades, the supervisor's grade, and the school principal's grade are sent to the Field Training Office at the College of Education. The lists must be signed and clearly marked with the school's seal.
Sending a comprehensive list of the names of all students in the school in all specializations, along with the name of their supervisor for each specialization.

Field Training Supervisor Duties:

Be present from the moment students arrive at school, meet with the school administration, introduce students to the administration and teachers, and familiarize themselves with the school's work system.
Plan with the school administration regarding the distribution of the class schedule for students and do not leave this to the students.
Ensure that discussion sessions are held with students on all aspects of the lessons, including preparation, presentation, oral questions, teaching aids, and other topics.
Ensure that classes are available for all students weekly and during field training.
Visits students in their classrooms during instruction. These visits are for guidance and counseling, not for fault-finding, especially for third-year field training students.

Field Training Supervisor Duties:

Meet with student teachers at the end of the school day, providing guidance and assistance to overcome any challenges they encounter during the teaching process.
Play an active role in evaluating students' progress in teaching, their personal development, their level of participation in school activities, their readiness to implement and produce educational materials for the school, and their relationship with all those they interact with within the school.
Continuously communicates with the College's Field Training Office to resolve any problems related to the school or the students.
Final assessment of students must be based on ongoing observations. This assessment is only made at the end of the field training period, with complete objectivity and transparency.
Submits student grades to the Field Training Office, accompanied by a report on the progress of the field training and his ongoing observations to improve student performance.

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Field training stages

Field training is divided into three phases: observation, presentation, and individual teaching. Each phase is explained below:

It is a purposeful, in-depth observation, in which the student/teacher is given the opportunity to observe the activities and events taking place within the school and classroom. They can learn about all the activities and procedures taking place, such as maintaining order, organizing students as they enter and exit, educational activities and teaching practices, educational meetings, etc. For observation to be effective and beneficial, the following conditions must be met:

The objectives of the observation must be clear to all parties involved in the field education, especially the student/teacher.

It must be well planned, its timeframe determined, and the roles of participants in the observation process must be defined.

A model must be provided to evaluate the skill being observed in the student/teacher. Observation situations must be varied, as the student/teacher observes a variety of teaching-learning situations, based on the diversity of subjects, teachers, and classes.

Continuity is essential, and it is preferable that the teacher being observed be well-versed in their subject and possesses strong teaching skills. This phase is allocated for at least one month from the start of the school year. The objectives of the observation phase are:

For the student/teacher to observe real learning situations.

For the student/teacher to learn how to perform certain teaching skills by observing teachers' performances in classrooms.

For the student/teacher to understand the elements that make up a learning situation.

For the student/teacher to acquire the skills of accurate, organized, and intentional observation.

For the student/teacher to become familiar with the different behavioral patterns of students in various learning situations.

For the student/teacher to become familiar with lesson presentation skills, the use of teaching methods and strategies, the employment of educational tools, and the use of appropriate educational activities.

For the student/teacher to develop some positive attitudes toward teachers, such as objectivity, patience, and wisdom in dealing with students.

This means that the (student/teacher) undertakes the task of teaching and leading the educational process himself, in front of his colleagues and supervisor. Here, the student teacher teaches a full class in front of his colleagues and supervisor, and in the presence of the class teacher and the principal, if they wish. This is immediately followed by an evaluation of the lesson by the student teacher himself, his colleagues, his supervisor, and the class teachers and administration present, in addition to the evaluation of the students. This is an important stage for the student teacher, who practices many of the experiences and skills he has previously acquired, in addition to gaining self-confidence, reinforcing positives, and getting rid of some negative situations; such as hesitation and fear of taking on the responsibility of managing the classroom, etc., relying on immediate feedback. The remaining time for field training in the first semester is allocated to this stage, provided that the number of lessons taught by the student is not less than two lessons.

This is the final stage of field training, and it refers to the independence of the (student/teacher) in the teaching mission and leading the educational process. The student teacher performs all the duties of a classroom teacher in terms of adhering to class times, the weekly schedule, and the sequence of lessons according to the approved curricula. In addition, they manage classes, address student problems, cooperate with the administration and parents, etc. All of this is evaluated through repeated visits by the supervisor to determine the extent to which the (student/teacher) is able to perform their professional duties to the fullest extent. Through this, objective guidance is provided that pushes the student teacher forward towards mastering the teaching profession, which they desire and have dedicated themselves to performing according to the most effective teaching methods and the latest educational technologies.

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Field training implementation mechanisms

Field training is the crucible in which the knowledge, skills, and values ​​acquired by the student during their studies in specialized, professional, and cultural subjects at the college are fused. Therefore, it is crucial that the implementation and follow-up steps are carefully considered to ensure students achieve the greatest possible benefit during the field training period. The following explains the mechanism for implementing field training, which can be summarized as follows:

Conduct an introductory meeting between the students and the school administration, represented by the principal, vice principals, and the school teacher/supervisor. The following items are agreed upon: The faculty member supervising the school and the teacher/supervisor agree on the lesson planning elements and present them to the student/teacher. It is agreed that each student/teacher will have two main classes taught during the school day for a single class, which can vary depending on the subject area. It is agreed that the school may assign one reserve class to the student/teacher in the class they teach. It is agreed to hold meetings during the field training period with vice principals, resource center directors, social supervisors, and the head of the control room to familiarize the student/teacher with the school's educational management system. An agreement is reached between the faculty member and the student/teacher on the field supervision mechanism. This includes the following items: Informing the student/teacher of the field training course description and the required knowledge, skills, and values. Providing the student/teacher with an observation card against which they will be evaluated. Informing the student/teacher that the number of supervision sessions during the semester will be seven, with at least four of these sessions being classroom visits. The remaining sessions will be dedicated to individual/group meetings with the student teacher. Informing the student/teacher of the importance of classroom and extracurricular activities in achieving instructional objectives.

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Field training follow-up mechanisms

The primary objective of the follow-up process is for the major coordinator to assist the faculty members and support staff conducting field supervision with administrative processes, ensuring the integrity of field supervision and ensuring that the student/teacher adheres to the supervisor's instructions. This is achieved through the following:

The major coordinator serves as a liaison between the faculty member and the Field Training Office in the following areas:

The major coordinator receives a monthly schedule from the supervising faculty member containing the names of students/teachers, indicating the times and dates of field visits, and provides a copy of this schedule to the Field Training Office.
The major coordinator receives a copy of the student/teacher absence record from the supervising faculty member on a monthly basis. They also receive absence warnings issued by the school to the student/teacher and forward them to the Field Training Office.
If the supervising faculty member wishes to organize an event or seminar at the school, they must inform the major coordinator, who will then notify the Field Training Office at least one week in advance, allowing the office to obtain administrative approval.
Inform the supervising faculty member or department coordinator if a problem arises regarding students/teachers at the school, and report it to the Field Training Office to take the necessary action.

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Student/teacher evaluation procedures for field training are based on the College of Education regulations. Field training is organized and managed in accordance with Articles Nine and Eleven of the College's regulations, which are as follows

Article 11 (Field Training):

Field training is a fundamental component of the teacher preparation program, a melting pot of other specialized and educational components.
Field training aims to enable students to acquire specialized, educational, professional, and cultural competencies, including knowledge, attitudes, and skills in planning, implementation, and evaluation, enabling them to perform their duties as competent teachers, counselors, and mentors. Field education experiences include:
Microteaching in the second year (4 hours) per week.
Field training in the third year for one day per week, followed by a full week at the end of each semester.
Field training in the fourth year for one day per week, followed by a full week at the end of each semester.
The maximum grade for field training is 100 for the third and fourth years, which is added to the student's total grade at the end of the year, according to the attached description, content, and assessment.
All faculty members of educational and specialized subjects participate in supervising and guiding students in field training.
The Curriculum Department organizes training under the supervision of the College Vice Dean for Education and Students. The department selects the schools where students attend and identifies supervisors who may be called upon to supervise students, including specialists in educational sciences, specialized subjects, and others.

Article 9 (Attendance):

Students are required to attend at least 75% of practical and theoretical classes for each course. No leave of absence is counted. Students are barred from taking course exams if their attendance rate falls below this percentage, by a decision of the College Council, based on a report from the course instructor and the approval of the relevant department council.
A student's registration will be suspended if they drop out of school due to illness or other acceptable reasons, based on documented evidence justifying the reason for the dropout. Suspension of registration shall be by decision of the College Council.

Field Training Dates: Field training dates have been set as follows:

Sunday for training third-year students in all departments, for the first and second semesters.
Tuesday for training fourth-year students in all departments, for the first and second semesters.
Tuesday for training first-year kindergarten students (observation) in the second semester.
Thursday for training general diploma students in the second semester.
Student Attendance in Field Training:

Students are required to attend at least 75% of field training days, excluding any vacations. Students will be denied a field training grade if their attendance rate falls below this percentage, provided that a report from the supervisor is submitted to the Field Training Office for presentation to the Curriculum and Instruction Department Council.
Based on the above, if a student is absent for two days, an initial warning will be sent from the student's supervisor to the Field Training Office, which will take the necessary steps to warn the student.
Special records of student attendance and departure will be maintained and signed after ensuring that they have been reviewed. It is necessary to send students’ absences every semester to the Field Training Office at the College of Education in a sealed envelope so that the office can follow up on the students (in the absence of a supervisor from the college).

Evaluation Methods: Field training is evaluated according to the following mechanism:

The maximum score for student evaluation is (100) for field training for the third and fourth years, according to the attached evaluation forms prepared for each specialization separately. The distribution of grades for the third and fourth grades is shown in the following table:
Grade Distribution

School Principal (20)

School Supervisor (30)

College Supervisor (50)

Total

First Semester

(20)

(15)

(25)

100

Second Semester

(15)

(25)

Total

(30)

(50)

The maximum score for the evaluation of General Diploma students is (100) for field training, according to the evaluation form, as shown in the following table:

Semester

School Principal

School Supervisor

College Supervisor

Total

Second

20

20

60

100

Maximum score for the evaluation of first-year female students Kindergarten during the (observation) period is (100) points, including (20) points for attendance, and (80) points for evaluating the technical report assigned to the students, and the report is evaluated by the college supervisor.

Important note

1) If there is no supervisor from within the college, the grade of the school supervisor (senior teacher) and the grade of the school principal will be calculated. The column for the faculty member (educational supervisor) will be left blank, as students are evaluated within the college.
2) The form must be signed by the supervisors and the school principal and stamped with the school's seal.
3) Please note that the examining committee has the final say on the student's evaluation.

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