techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: The primary focus of this report is on the first of these - initial teacher education (ITE) - but as will become clear in later sections of this report, there are vitally important links to CPD as well.2 What is needed in Wales are forms of ITE and CPD that will allow and encourage the achievement of a new kind of teacher professionalism of the sort proposed by Donaldson; one that is appropriate for the challenges of 21st century schooling.
Welsh: Y cyntaf o'r ddau hyn yw prif ffocws yr adroddiad hwn - addysg gychwynnol athrawon (AGA) - ond fel y gwelir yn glir mewn adrannau eraill yn nes ymlaen yn yr adroddiad, ceir cysylltiadau hanfodol bwysig â DPP hefyd.2 Yr hyn y mae ei angen yng Nghymru yw mathau o AGA a DPP a fydd yn caniatáu ac yn hybu math newydd o broffesiynoldeb ymysg athrawon, o'r math sydd wedi'i gynnig gan Donaldson; sef un sy'n briodol ar gyfer heriau addysg ysgolion yr 21ain ganrif.
English: 2. What does the international research evidence tells us about high quality initial teacher education?
Welsh: 2. Beth mae tystiolaeth yr ymchwil ryngwladol yn ei ddweud wrthon ni am addysg gychwynnol athrawon o safon?
English: What does high quality initial teacher education actually look like and how does current provision in Wales measure up?
Welsh: Sut beth yw addysg gychwynnol athrawon o safon a sut mae'r ddarpariaeth gyfredol yng Nghymru yn cymharu â hyn?
English: In order the answer the first of these questions it is instructive to look at the international research evidence.
Welsh: I ateb y cyntaf o'r ddau gwestiwn hyn, dadlennol yw edrych ar y dystiolaeth yn yr ymchwil ryngwladol.
English: Last year, the British Educational Research Association (BERA), working in collaboration with the Royal Society of Arts (RSA), produced a review of the international research evidence on high quality teacher education (BERA-RSA 2014).
Welsh: Y llynedd, lluniodd Cymdeithas Ymchwil Addysg Prydain (BERA), gan weithio mewn cydweithrediad â Chymdeithas Frenhinol y Celfyddydau (RSA), adolygiad o'r dystiolaeth yn yr ymchwil ryngwladol ar addysg athrawon o safon (BERA-RSA 2014).
English: The Inquiry commissioned 7 teams of researchers to review international evidence on a range of different dimensions of teacher education; it also led a national call for evidence and held a range of consultative meetings across the UK.
Welsh: Comisiynodd yr Ymchwiliad saith tîm o ymchwilwyr i adolygu'r dystiolaeth ryngwladol ar amryw o ddimensiynau gwahanol ar addysg athrawon; arweiniodd alwad genedlaethol am dystiolaeth hefyd a chynnal cyfres o gyfarfodydd ymgynghori ledled y Deyrnas Unedig.
English: As a result of their inquiry, BERA-RSA argue that there is robust evidence to suggest that high quality initial teacher education has the following five core features.
Welsh: O ganlyniad i'w hymchwiliad, mae BERA-RSA yn dadlau bod yna dystiolaeth gadarn i awgrymu bod gan addysg gychwynnol athrawon o safon y pum nodwedd graidd a ganlyn.
English: The best programmes internationally:
Welsh: Mae'r rhaglenni gorau yn rhyngwladol:
English: • ensure that ITE programmes attract the best and most suitable candidates into the teaching profession; • offer academic awards that are competitive, practice-focused and built on relevant educational research; • develop strong links between theory and practice, in a way that helps students to understand and explore the interconnectedness of educational theories and classroom practices; • establish strong links between initial teacher education and continuing professional development of teachers in schools; • ensure that all of the above principles are underpinned by a clear understanding of evidence about how student teachers learn to teach and that courses themselves are the constant subject of research and development.
Welsh: • yn sicrhau bod rhaglenni AGA yn denu'r ymgeiswyr gorau a mwyaf addas i'r proffesiwn addysgu; • yn cynnig dyfarniadau academaidd sy'n gystadleuol, sy'n canolbwyntio ar ymarfer ac sydd wedi'u hadeiladu ar ymchwil addysgol berthnasol; • yn meithrin cysylltiadau cryf rhwng theori ac ymarfer, mewn ffordd sy'n helpu'r myfyrwyr i ddeall ac i ystyried y cysylltiadau rhwng theorïau addysg ac arferion yr ystafell ddosbarth; • yn sefydlu cysylltiadau cryf rhwng addysg gychwynnol athrawon a datblygu proffesiynol parhaus athrawon mewn ysgolion; • yn sicrhau bod yr holl egwyddorion uchod yn cael eu seilio ar ddealltwriaeth glir o dystiolaeth am sut mae darpar athrawon yn dysgu addysgu a bod y cyrsiau eu hunain yn destun gwaith ymchwilio a datblygu drwy'r amser.
English: This would suggest that in order to be of the highest quality, initial teacher education needs its universities to provide strong, research led courses; it needs a school system that is willing to take responsibility and provide leadership in key parts of all programmes; and it needs to ensure that both university and school components are carefully integrated with each other.
Welsh: Er mwyn iddi gyrraedd y safon orau, mae hyn yn awgrymu bod ar addysg gychwynnol athrawon angen i'w phrifysgolion ddarparu cyrsiau cryf, sydd wedi'u seilio ar ymchwil; bod arni angen system ysgolion sy'n fodlon cymryd cyfrifoldeb a rhoi arweiniad yn rhannau allweddol yr holl raglenni; a bod angen iddi sicrhau bod y gydran yn y brifysgol a'r gydran yn yr ysol wedi'u hintegreiddio'n ofalus â'i gilydd.
English: The BERA-RSA findings also have vitally important implications for the statutory 'Standards for Newly Qualified Teachers' that underpin provision.
Welsh: Mae i ganfyddiadau BERARSA oblygiadau hollbwysig hefyd o ran y safonau statudol, 'Safonau Athrawon Newydd Gymhwyso' sy'n sail i'r ddarpariaeth.
English: 3. How is current provision in Wales organised?
Welsh: 3. Sut mae'r ddarpariaeth gyfredol yng Nghymru wedi'i threfnu?
English: As a result of the organisational changes introduced following the 2006 review, initial teacher education in Wales is now provided through three collaborative university Centres - the North and Mid Wales Centre led by Bangor and Aberystwyth Universities, the South East Wales Centre led by Cardiff Metropolitan University and the University of South Wales, and the South West Wales Centre led by University of Wales Trinity St David.
Welsh: O ganlyniad i'r newidiadau yn y drefniadaeth a gyflwynwyd yn sgil adolygiad 2006, mae addysg gychwynnol athrawon yng Nghymru yn cael ei darparu erbyn hyn drwy dair canolfan brifysgol gydweithredol - Canolfan y Gogledd a'r Canolbarth o dan arweiniad prifysgolion Bangor ac Aberystwyth, Canolfan y De-ddwyrain o dan arweiniad Prifysgol Metropolitan Caerdydd a Phrifysgol De Cymru, a Chanolfan y De-orllewin o dan arweiniad Prifysgol Cymru Y Drindod Dewi Sant.
English: A large majority of the provision is university led but this is complemented by two small employment based programmes - the Graduate Teacher Programme and Teach First, though both of these pro- grammes have strong links to the university sector as well.
Welsh: Mae'r rhan fwyaf o'r ddarpariaeth yn cael ei harwain gan y prifysgolion ond cydategir hyn gan ddwy raglen fach sydd wedi'u seilio ar gyflogaeth - y Rhaglen Athrawon Graddedig a Teach First, er bod gan y ddwy raglen hyn gysylltiadau cryf â sector y prifysgolion hefyd.
English: Three quarters of university led provision is designated for the postgraduate PGCE route, one quarter for the undergraduate route.
Welsh: Mae tri chwarter y ddarpariaeth o dan arweiniad y prifysgolion wedi'i ddynodi ar gyfer y llwybr TAR ôl-raddedig, a chwarter ar gyfer y llwybr israddedig.
English: Both primary and secondary provision is available in each of the three university Centres; all three Centres also offer the same range of secondary 'priority subjects' though there is some variation in the other secondary subjects offered by each Centre.
Welsh: Mae darpariaeth gynradd ac uwchradd ar gael ym mhob un o'r tair canolfan brifysgol; mae pob un o'r tair canolfan hefyd yn cynnig yr un amrediad o 'bynciau blaenoriaeth' uwchradd er bod rhywfaint o amrywio o ran y pynciau uwchradd eraill a gynigir ym mhob canolfan.
English: Welsh medium provision is available in all three Centres across Wales for both primary and secondary programmes.
Welsh: Mae darpariaeth cyfrwng Cymraeg ar gael ym mhob un o'r tair canolfan ar gyfer rhaglenni cynradd ac uwchradd.
English: There is, additionally, specific Welsh Government assistance for trainees who need extra support to raise their confidence in their ability to teach effectively through the medium of Welsh.
Welsh: Ar ben hynny, ceir cymorth penodol gan Lywodraeth Cymru i fyfyrwyr y mae arnyn nhw angen cymorth ychwanegol i godi eu hyder i addysgu'n effeithiol drwy gyfrwng y Gymraeg.
English: Details of initial teacher education provision across Wales are set out in Table 1 below:
Welsh: Mae manylion y ddarpariaeth addysg gychwynnol athrawon ar draws Cymru i'w gweld yn Nhabl 1 isod:
English: Table 1: Initial Teacher Education numbers in Wales (2014/5) by Centre, Phase, Route and Subject
Welsh: Tabl 1: Niferoedd Addysg Gychwynnol Athrawon yng Nghymru (2014/5) fesul Canolfan, Cyfnod, Llwybr a Phwnc
English: Secondary University led provision UG Secondary North and Mid Wales 141 South East Wales 812 South West Wales 0 UG Secondary total 95 PGCE Secondary North and Mid Wales 2433 South East Wales 2704 South West Wales 2725 PGCE Secondary total 785 Total Secondary - University led 880 Employment based provision Teach First 50 Graduate Teacher Programme 30 Total Secondary 960
Welsh: Pynciau â blaenoriaeth plws: Celf, Bioleg a Gwyddorau Integredig, Astudiaethau Busnes, Dylunio a Thechnoleg, Saesneg, Daearyddiaeth, Hanes, Addysg Grefyddol Uwchradd Darpariaeth o dan arweiniad y prifysgolion Uwchradd Israddedig Y Gogledd a'r Canolbarth 141 Y De-ddwyrain 812 Y De-orllewin 0 Cyfanswm Uwchradd Israddedig 95 Uwchradd TAR Y Gogledd a'r Canolbarth 2433 Y De-ddwyrain 2704 Y De-orllewin 2725 Cyfanswm Uwchradd TAR 785 Cyfanswm Uwchradd - o dan arweiniad y prifysgolion 880 Darpariaeth ar sail cyflogaeth Teach First 50 Y Rhaglen Athrawon Graddedig 30 Cyfanswm Uwchradd 960
English: Primary University led provision UG Primary North and Mid Wales 83 South East Wales 104 South West Wales 113 UG Primary total 300 PGCE Primary North and Mid Wales 174 South East Wales 123 South West Wales 153 PGCE Primary total 450 Total Primary - University led 750 Employment based provision Graduate Teacher Programme 30 Total primary 780 Total ITE 1740
Welsh: Cynradd Darpariaeth o dan arweiniad y prifysgolion Cynradd Israddedig Y Gogledd a'r Canolbarth 83 Y De-ddwyrain 104 Y De-orllewin 113 Cyfanswm Cynradd Israddedig 300 Cynradd TAR Y Gogledd a'r Canolbarth 174 Y De-ddwyrain 123 Y De-orllewin 153 Cyfanswm Cynradd TAR 450 Cyfanswm Cynradd - o dan arweiniad y prifysgolion 750 Darpariaeth ar sail cyflogaeth Y Rhaglen Athrawon Graddedig 30 Cyfanswm cynradd 780 Cyfanswm AGA 1740
English: Priority subjects: Maths, Chemistry and Physics, Modern Languages, Welsh, Information Technology
Welsh: Pynciau â blaenoriaeth: Mathemateg, Cemeg a Ffiseg, Ieithoedd Modern, Cymraeg, Technoleg Gwybodaeth
English: 1. Design and Technology 2.
Welsh: 1. Dylunio a Thechnoleg 2.
English: Maths, science, D&T, Welsh, Music 3.
Welsh: Mathemateg, Gwyddoniaeth, Dylunio a Thechnoleg, Cymraeg, Cerddoriaeth 3.
English: Priority subjects plus: Art, Biology and Integrated Sciences, Drama, English, Geography, History, Music, Physical Education, Religious Education, Outdoor Activities 4.
Welsh: Pynciau â blaenoriaeth plws: Celf, Bioleg a Gwyddorau Integredig, Drama, Saesneg, Daearyddiaeth, Hanes, Cerddoriaeth, Addysg Gorfforol, Addysg Grefyddol, Gweithgareddau Awyr Agored 4.
English: Priority subjects plus: Art, Biology and Integrated Sciences, Design and Technology, Drama, English, History, Music, Physical Education 5.
Welsh: Pynciau â blaenoriaeth plws: Celf, Bioleg a Gwyddorau Integredig, Dylunio a Thechnoleg, Drama, Saesneg, Hanes, Cerddoriaeth, Addysg Gorfforol 5.
English: Priority subjects plus: Art, Biology and Integrated S cienceBusiness Studies, Design and Technology, English, Geography, History, Religious Education How is current provision in Wales organised?
Welsh: Pynciau â blaenoriaeth plws: Celf, Bioleg a Gwyddorau Integredig, Astudiaethau Busnes, Dylunio a Thechnoleg, Saesneg, Daearyddiaeth, Hanes, Addysg Grefyddol
English: 4. What are the strengths and weaknesses of current provision when benchmarked against the international evidence?
Welsh: 4. Beth yw cryfderau a gwendidau'r ddarpariaeth gyfredol o'i meincnodi yn erbyn y dystiolaeth ryngwladol?
English: As has already been noted, there is a broad consensus across Wales that in relation to current requirements, initial teacher education is not as strong as it should be.
Welsh: Fel y nodwyd eisoes, ceir consensws eang ledled Cymru nad yw addysg gychwynnol athrawon mor gryf ag y dylai fod, o'i chymharu â'r gofynion cyfredol.
English: But there is also evidence, that those current requirements in key respects fall well short of what the international evidence suggests is best practice.
Welsh: Ond mae yna dystiolaeth hefyd fod agweddau allweddol ar y gofynion cyfredol hyn ymhell o gyrraedd y nod o ran yr arferion gorau a awgrymir gan y dystiolaeth ryngwladol.
English: They also fall well short of what will be required if the recommendations of the Donaldson Review of Curriculum and Assessment are accepted by the Welsh Government.
Welsh: Maen nhw ymhell o gyrraedd y nod hefyd o ran yr hyn a fydd yn angenrheidiol os caiff argymhellion Adolygiad Donaldson o'r Cwricwlwm ac Asesu eu derbyn gan Lywodraeth Cymru.
English: From published evidence and from meetings held with a wide range of stakeholders across Wales in the last year, it is clear that there are currently weaknesses in provision at a variety of different levels: the National level, the Institutional level and the Programme level.
Welsh: Ar sail y dystiolaeth sydd wedi'i chyhoeddi a chyfarfodydd ag ystod eang o randdeiliaid ledled Cymru yn ystod y flwyddyn ddiwethaf, mae'n glir bod yna wendidau yn y ddarpariaeth ar hyn o bryd ar amryw o lefelau gwahanol: ar y lefel genedlaethol, ar lefel y sefydliad ac ar lefel y rhaglen.
English: Each of these is discussed below.
Welsh: Trafodir pob un isod.
English: 5. The National level 5.1 The need for more effective coordination and leadership There is a widespread view held across the higher education sector that initial teacher education is not currently well led at the national level.
Welsh: 5. Y lefel genedlaethol 5.1 Yr angen am gydlynedd ac arweinyddiaeth fwy effeithiol Bernir yn eang ar draws y sector addysg uwch nad yw addysg gychwynnol athrawon yn cael ei harwain yn dda ar y lefel genedlaethol ar hyn o bryd.
English: During institutional visits, higher education colleagues gave many examples of a lack of communication, problems with confused messages, and the fact that innovations often take place in the school sector which are not always linked systematically to the work of initial teacher education.
Welsh: Yn ystod ymweliadau â sefydliadau, rhoddodd cydweithwyr mewn addysg uwch lawer o enghreifftiau o ddiffyg cyfathrebu, problemau ynglyn â negeseuon carbwl, a'r ffaith bod gwaith arloesi yn aml yn digwydd yn y sector ysgolion heb gysylltiad systemataidd â gwaith addysg gychwynnol athrawon.
English: Not all of these criticisms can be substantiated and there is now evidence that national bodies are making an increased effort to ensure that teacher education Centres are fully informed of relevant policy developments and that where appropriate, teacher educators themselves are able to contribute to policy development.
Welsh: Does dim modd cadarnhau pob un o'r beirniadaethau hyn ac erbyn hyn mae yna dystiolaeth bod cyrff cenedlaethol yn gwneud mwy o ymdrech i sicrhau bod y canolfannau addysg athrawon yn cael gwybod yn llawn am ddatblygiadau polisi perthnasol a bod addysgwyr athrawon eu hunain yn gallu cyfrannu at ddatblygiadau polisi lle bo'n briodol.
English: However, the problem runs deeper than mere communication.
Welsh: Er hynny, mae'r broblem yn ddyfnach na chyfathrebu'n unig.
English: What these criticisms reveal is that at present it is unclear who or what body is charged with providing leadership of the sector.
Welsh: Yr hyn y mae'r beirniadaethau hyn yn ei ddatgelu yw nad yw'n glir ar hyn o bryd pwy neu ba gorff sy'n gyfrifol am roi arweinyddiaeth i'r sector.
English: Both HEFCW and the Department for Education and Skills have important administrative roles which they would appear to undertake appropriately, and the current Teacher Education Liaison Group,3 when it works well, is able to channel information between the different stakeholders represented on it.
Welsh: Mae gan CCAUC a'r Adran Addysg a Sgiliau rolau gweinyddol pwysig y mae'n ymddangos eu bod yn eu cyflawni'n briodol, ac mae'r Grwp Cyswllt Addysg Athrawon cyfredol,3 pan fo'n gweithio'n dda, yn gallu sianelu gwybodaeth rhwng y gwanhaol randdeiliaid a gynrychiolir arno.
English: However, coordination and communication, even when they work well (which is not always the case) are very different from strategic leadership.
Welsh: Er hynny, mae cydlynu a chyfathrebu, hyd yn oed pan fôn nhw'n gweithio'n dda (nad yw bob amser yn wir) yn bur wahanol i arweinyddiaeth strategol.
English: In England, the National College for Teaching and Leadership provides that leadership for the sector, while in Scotland the General Teaching Council for Scotland takes on that role.
Welsh: Yn Lloegr, mae'r Coleg Cenedlaethol Addysgu ac Arwain yn rhoi'r arweinyddiaeth honno i'r sector, ac yn yr Alban mae Cyngor Addysgu Cyffredinol yr Alban yn ysgwyddo'r un rôl.
English: In Wales at present there is a vacuum both in terms of institutional leadership and in terms of a strong cadre of individuals willing and able to take on national leadership roles.
Welsh: Yng Nghymru ar hyn o bryd mae yna wagle o ran arweinyddiaeth sefydliadol ac o ran carfan gref o unigolion sy'n fodlon ac yn abl i ymgymryd â rolau arwain cenedlaethol.
English: Without effective leadership there will be little chance of the sector responding to the many challenges posed by the recommendations of the Donaldson Review.
Welsh: Heb arweinyddiaeth effeithiol, fydd dim llawer o obaith y gall y sector ymateb i'r nifer fawr o heriau a godir gan yr argymhellion yn Adolygiad Donaldson.
English: And without effective leadership there is little opportunity for the sector benchmark its current work nationally and internationally and to become a self-improving system.
Welsh: A heb arweinyddiaeth effeithiol does dim llawer o gyfle i'r sector feincnodi ei waith cyfredol yn genedlaethol ac yn rhyngwladol a dod yn system sy'n ei gwella'i hun.
English: Given the current lack of leadership of the sector it is perhaps not surprising that the quality of the programmes is not as strong as it should be.
Welsh: O gofio'r diffyg arweinyddiaeth yn y sector ar hyn o bryd, efallai nad yw'n syndod nad yw ansawdd y rhaglenni mor gryf ag y dylai fod.
English: 5.2 Estyn Inspections. The periodic inspections of providers by Estyn play a key role in the assurance and ideally the enhancement of the quality of initial teacher education provision in Wales.
Welsh: 5.2 Arolygiadau Estyn Mae arolygiadau Estyn o waith y darparwyr o dro i dro yn chwarae rhan allweddol o ran sicrhau, ac yn ddelfrydol o ran gwella, ansawdd y ddarpariaeth addysg gychwynnol athrawon yng Nghymru.
English: In principle, there is widespread support for the system.
Welsh: O ran egwyddor, mae yna gefnogaeth eang i'r system.
English: However, there is considerable disquiet amongst many stakeholders about the current capacity of Estyn to undertake its inspections in a timely manner.
Welsh: Serch hynny, ceir cryn anfodlonrwydd ymysg llawer o'r rhanddeiliaid ynglyn â gallu Estyn ar hyn o bryd i ymgymryd yn brydlon â'u harolygiadau.
English: At present only two of the three Centres have been inspected within the normal timeframe of 6 years.
Welsh: Ar hyn o bryd, dim ond dwy o'r tair canolfan sydd wedi'u harolygu o fewn y cyfnod amser arferol o chwe blynedd.
English: As a result of other demands on Estyn, the third Centre (the North and Mid Wales) has not yet been fully inspected.4 Clearly that is not an effective or appropriate way of monitoring or managing quality.
Welsh: O ganlyniad i alwadau eraill ar Estyn, mae'r ganolfan arall (Canolfan y Gogledd a'r Canolbarth) heb gael arolygiad llawn eto.4 Mae'n eglur nad yw hynny'n ffordd effeithiol na phriodol o fonitro nac o reoli ansawdd.
English: Moreover, some stakeholders have questioned whether the current inspection process, with its strong emphasis on public accountability, is as effective as it might be in contributing to the enhancement of quality.
Welsh: Ar ben hynny, mae rhai rhanddeiliaid wedi amau a yw'r broses arolygu bresennol, a'i phwyslais cryf ar atebolrwydd cyhoeddus, mor effeithiol ag y dylai fod o ran cyfrannu at wella ansawdd.
English: 5.3 Standards for Qualified Teacher Status The Standards for Qualified Teacher Status (QTS) issued and periodically updated by the Welsh Government play a crucial role in the management of teacher education in Wales.
Welsh: 5.3 Safonau Statws Athro Cymwysedig Mae'r Safonau Statws Athro Cymwysedig (SAC) sy'n cael eu cyhoeddi a'u diweddaru o dro i dro gan Lywodraeth Cymru yn chwarae rhan hollbwysig wrth reoli addysg athrawon yng Nghymru.
English: Standards for initial teacher education were originally introduced in Wales in the mid-1990s by the Westminster Government prior to devolution and although they have been updated since introduction, they have not been fundamentally reconceptualised.
Welsh: Cafodd safonau ynglyn ag addysg gychwynnol athrawon eu cyflwyno yng Nghymru yn wreiddiol yng nghanol y 1990au gan Lywodraeth San Steffan cyn datganoli ac er eu bod wedi'u diweddaru ers cael eu cyflwyno, does dim newid sylfaenol wedi bod o safbwynt y cysyniad.
English: As a result, the current QTS Standards in Wales, as in England, remain conceptualised as a set of behaviourally based 'competences': things that newly qualified teachers 'must know and do'.
Welsh: O ganlyniad, o ran eu cysyniad, mae safonau cyfredol SAC yng Nghymru, fel yn Lloegr, yn dal yn set o 'gymwyseddau' sydd wedi'u seilio ar ymddygiad: pethau y mae'n rhaid i athrawon sydd newydd gymhwyso 'eu gwybod a'u gwneud'.
English: For the Foundation Phase for example, trainees must 'know and understand the Framework for Children's Learning for 3 to 7-year-olds in Wales'; all teachers must 'set challenging teaching and learning objectives which are relevant to all learners in their classes'; and they must 'make appropriate use of a range of monitoring and assessment strategies to evaluate learners' progress towards planned learning objectives, and use this information to improve their own planning and teaching'.
Welsh: Ar gyfer y Cyfnod Sylfaen, er enghraifft, rhaid i'r myfyrwyr fod 'yn gwybod ac yn deall y Fframwaith ar gyfer Dysgu Plant 3 i 7 oed yng Nghymru'; rhaid i bob athro ac athrawes 'osod amcanion addysgu a dysgu ymestynnol sy'n berthnasol i bob dysgwr yn eu dosbarthiadau'; a 'gwneud defnydd priodol o ystod o strategaethau monitro ac asesu i werthuso cynnydd dysgwyr tuag at amcanion dysgu a gynlluniwyd, ac yn defnyddio'r wybodaeth hon i wella eu cynllunio a'u haddysgu eu hunain'.
English: There are a number of difficulties with standards conceptualised in this manner.
Welsh: Ceir nifer o anawsterau ynglyn â safonau sydd wedi'u seilio ar gysyniadau o'r fath.
English: For example in contrast to similar standards in use in other parts of the UK and internationally,5 the current standards in Wales do not conceptualise teacher learning in a developmental way.
Welsh: Er enghraifft, mewn cyferbyniad â safonau tebyg mewn rhannau eraill o'r Deyrnas Unedig ac yn rhyngwladol,5 nid yw'r safonau cyfredol yng Nghymru yn cyfleu gwaith dysgu athrawon mewn modd datblygiadol.
English: There are no formal links to the Practicing Teacher Standards (Welsh Government 2011); newly qualified teachers are simply expected to be fully practically competent on point of entry to the profession.
Welsh: Does dim cysylltiadau ffurfiol â Safonau Ymarferwyr Addysg (Llywodraeth Cymru 2011); y cyfan a ddisgwylir oddi wrth athrawon sydd newydd gymhwyso yw eu bod yn gwbl ymarferol gymwys wrth ddechrau yn y proffesiwn.