From Initial Teacher Education through Induction and Beyond: A Longitudinal Study of Primary Teacher Beliefs

Autor/inn/en	Ní Chróinín, Déirdre; O'Sullivan, Mary
Titel	From Initial Teacher Education through Induction and Beyond: A Longitudinal Study of Primary Teacher Beliefs
Quelle	In: Irish Educational Studies, 33 (2014) 4, S.451-466 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2014.984387
Schlagwörter	Teacher Education; Beginning Teacher Induction; Longitudinal Studies; Teacher Attitudes; Elementary School Teachers; Teaching Methods; Semi Structured Interviews; Program Effectiveness; Correlation; Reflection; Writing (Composition); Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Schreibübung; Ausland; Irland
Abstract	A better understanding of the relationship between beginning teachers' beliefs and the pedagogies of teacher education (TE) programmes that support their learning across time can enhance TE programme effectiveness. This 6-year longitudinal study examined the development and change of beginning primary classroom teachers' (n = 6) beliefs about learning to teach. Data sources included reflective writings and semi-structured interviews. These data were generated over a 6-year period from the beginning of a 3-year TE programme to 3 years post-graduation. Inductive analyses of the participants' writings illustrate the nature of the change that occurred in their beliefs about their teacher learning and provide insight into the experiences that shaped these changes. The beginning teachers valued practical and applied pedagogies most in supporting their learning to teach. They reflected retrospectively that TE programme pedagogies promoted a prescriptive approach and restricted them in how they directed their learning to teach. Given the rarity of data-set such as that in this study, this paper asserts the importance of incorporating beginning teachers' retrospective beliefs about their learning in TE programmes as a basis for the design of impactful TE programmes and as a guide to support and direct learning in the induction phase. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10