Student Teachers' Beliefs about Learning and Teaching and Their Participation in Career-Long Learning Activities

Autor/inn/en	de Vries, Siebrich; Jansen, Ellen P. W. A.; Helms-Lorenz, Michelle; van de Grift, Wim J. C. M.
Titel	Student Teachers' Beliefs about Learning and Teaching and Their Participation in Career-Long Learning Activities
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 40 (2014) 4, S.344-358 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2014.924647
Schlagwörter	Student Teacher Attitudes; Structural Equation Models; Learning Activities; Student Teachers; Multivariate Analysis; Teacher Education Programs; Secondary School Teachers; Foreign Countries; Faculty Development; Profiles; Longitudinal Studies; Teaching Methods; Learning Processes; Questionnaires; Factor Analysis; Netherlands + Suchen Sie Ihr Suchwort? Lernaktivität; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Multivariate Analyse; Ausland; Charakterisierung; Profilanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Fragebogen; Faktorenanalyse; Niederlande
Abstract	Career-long teacher learning is essential to the teaching profession because it is strongly connected with teacher quality and practices. Student teachers in the first stage of their career-long learning continuum, however, vary in the extent to which they participate in learning activities. This study explores the relationship between beliefs about learning and teaching and participation in learning activities among student teachers, in a school-based teacher education setting for secondary education in the Netherlands. The results indicate that student teachers vary in their beliefs. Structural equation modelling analysis shows that pupil-oriented beliefs are positively related to self-reported participation in learning activities; no relationship emerges between subject matter-oriented beliefs and learning. A cluster analysis reveals two distinct belief profiles, and the findings confirm the relationship to participation in learning activities. Implications for teacher education programmes intended to enhance the chances that their student teachers will become pupil-oriented, career-long learning professionals are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10