Who is trainee teacher

Trainee teachers, as temporary civil servants, are employed within the budget of each federal state. Schools can therefore only employ as many trainees as there are places provided for by the Hessian parliament. A directive is issued every semester determining the total number of places and how they are to be divided among the different types of school and the various subjects. The number of places available also depends on the capacity of the teacher-training colleges see below.

Hesse has 30 such colleges, which are spread around the whole state and are by no means restricted to the urban centres and university towns. The fact that Hesse is a rural state should be taken into account in any beginning student's consideration of his or her career plans. Applicants for trainee-teacher positions can express preferences as to where they wish to work.

The distribution of trainee places depends first and foremost on students' type of school, then on their subjects and finally, if applicants have the same combination of subjects, on their employment grade, which is derived from the state examination grades.

Places are distributed in accordance with the following key:. First-time applicants who are not given a place should try and use their time until the next round of applications wisely, by engaging in some type of pedagogical activity, as this could slightly improve their employment grade later on bonus points. Since the qualification process for teachers consist of both the university degree and the period as a trainee, the Hessian Ministry of Education and Cultural Affairs has an obligation to offer a trainee place to every Hessian graduate.

There is no strict legal limitation on the time which is allowed to elapse between graduating and beginning work as a trainee, which means that graduates are not obliged to become trainees immediately after finishing university. The interim should not be of unreasable duration, however. If not, discuss with your mentor, and pin down what needs to be taught by when. Know your subject well — this will improve your confidence in the classroom, and help your students to learn the concepts.

Look at a textbook or website for the next level up as well. You have to have a clear idea of the simplifications and models that may be being used.

This is the knowledge and understanding of how to teach the subject and how students learn. Talk to them about how they approach trickier concepts such as chemical equations and equilibrium. If you can, practise teaching to an empty classroom or with a colleague. Preparation is essential — you need to know the purpose and expected outcome of the practical; make your requisitions in good time; practise the task beforehand; carry out a risk assessment.

You may find integrated instructions may prove helpful. Keep a balance between assessment and planning. Some pieces of work will need marking, such as topic tests.

For other work, be selective — think about what you will learn from your assessment, and how this will impact your next lesson.

It also feeds into my teaching of the topic next time round. Watch as widely across the school as you can — both new and experienced teachers, in your subject and outside. PE and DT teachers can be particularly useful for ideas about managing pupils on the move think practical work! Draw strongly on the support of your mentor, head of department and the pastoral teams.

Today I attend several seminars on the practical side of teaching, such as marking, how to find sources and papers to prepare students for exams and techniques, how to adapt resources for different key stages and how to plan lessons according to the curriculum.

I enjoy these seminars because they are more practical and give me the chance to apply and put into practice what I already know, as well as learn more about the curriculum of the different key stages. This morning, all the students enrolled on the course attend an informative lecture on the different master components that are part of the PGDE , as well as information about school placements.

Similar to previous days, my lessons continue in the afternoon with a session focused on preparing us for the group master assignment. We then work together on a minute presentation to deliver to the rest of the class. However, even though I am nervous, the presentation goes well, and I overcome the challenge with the support of my group, who encourage me throughout the presentation.

Reflecting on this experience, I admit that this practice presentation was a good way to prepare for my upcoming school placements where I will be presenting and leading lessons.

My day starts differently to previous days. I spend the morning at home reading an article and watching a pre-recorded seminar on children and poverty. I then read some papers and watch two short documentaries on education and poverty. After completing these tasks, I meet my subject group on Google Meet and we spend the rest of the morning discussing what we have seen. In this session we work in a group to identify and discuss the different assessment specifications for languages.

In addition, I met new people from other countries and learned their views and approaches on teaching and learning, which was very enriching.