Beginning and End of the Internship: Student Teachers' Interpersonal Profiles and the Accuracy of Their Self-Beliefs

Autor/inn/en	de Jong, Romi; van Tartwijk, Jan; Wubbels, Theo; Veldman, Ietje; Verloop, Nico
Titel	Beginning and End of the Internship: Student Teachers' Interpersonal Profiles and the Accuracy of Their Self-Beliefs
Quelle	In: European Journal of Teacher Education, 36 (2013) 4, S.393-412 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2013.835801
Schlagwörter	Self Efficacy; Internship Programs; Student Teachers; Profiles; Interpersonal Relationship; Teacher Student Relationship; Teacher Education Programs; Student Teacher Attitudes; Secondary School Teachers; Graduate Students; Foreign Countries; Questionnaires; Netherlands + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Berufspraktische Ausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Charakterisierung; Profilanalyse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Fragebogen; Niederlande
Abstract	An important purpose of internships in teacher preparation programmes is to develop competence through experience. The research questions in the present study concern student teachers' interpersonal profiles (i.e. patterns of their interpersonal behaviour as perceived by students) and the accuracy of their self-belief regarding the interpersonal relationship with students at the beginning and end of the internship. Participants were student teachers (n=34) of a one-year teacher education programme. There were fewer student teachers with preferable interpersonal profiles at the end of the internship than in the beginning. Self-beliefs at the beginning indicated that the majority of student teachers were underestimating themselves; at the end of the internship most of them were overestimating themselves. About two-thirds had more accurate self-beliefs at the end of the internship than at the beginning. Overestimating oneself seemed negatively related to more accurate self-beliefs at the end of the internship and student teachers with more preferable profiles had more accurate self-beliefs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10