Student Teachers' Psychological Needs, Subjective Experience and Perceived Competence in Teaching during Practicum

Autor/inn/en	Liu, Woon Chia; Sitoe, Choon Yip
Titel	Student Teachers' Psychological Needs, Subjective Experience and Perceived Competence in Teaching during Practicum
Quelle	In: Asia Pacific Journal of Education, 40 (2020) 2, S.154-166 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2019.1696746
Schlagwörter	Student Teachers; Student Teacher Attitudes; Psychological Needs; Self Efficacy; Teacher Competencies; Practicums; Student Satisfaction; Self Determination; Personal Autonomy; Interpersonal Relationship; Mentors; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Self-efficacy; Selbstwirksamkeit; Lehrkunst; Practicum; Praktikum; Praktika; Selbstbestimmung; Individuelle Autonomie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Singapur
Abstract	This paper, using the Self-Determination Theory (SDT) as the underpinning framework, examines student teachers' basic psychological needs, their subjective experience and their perceived teaching competence during practicum. It attempted to establish whether there were distinct groups of student teachers with different needs satisfaction, and how their levels of needs satisfaction were related to the groups' subjective experience and perceived teaching competence. Quantitative data were collected. Data were analysed using cluster analysis and MANOVA. Overall, the results suggest that SDT can be effectively utilized as a framework for looking at how needs satisfaction is related to student teachers' subjective experiences and perceived competence in teaching during practicum. The findings from this study are useful in providing evidence for teacher educators to strengthen their practicum model and plan mentoring workshops. The findings also provide much-needed insights into groups of student teachers that may need more support during practicum. Finally, the findings may help mentors understand their mentees better. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01