Changes in Student Teachers' Motives and the Meaning of Teacher Education Programme Quality

Autor/inn/en	Canrinus, E. T.; Fokkens-Bruinsma, M.
Titel	Changes in Student Teachers' Motives and the Meaning of Teacher Education Programme Quality
Quelle	In: European Journal of Teacher Education, 37 (2014) 3, S.262-278 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2013.845162
Schlagwörter	Foreign Countries; Student Teachers; Teacher Education; Motivation; Student Attitudes; Educational Environment; Student Surveys; Self Efficacy; Correlation; Teacher Shortage; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerausbildung; Lehrerbildung; psychologische; Motivation (psychologisch); Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerbefragung; Self-efficacy; Selbstwirksamkeit; Korrelation; Lehrermangel; Niederlande
Abstract	This study provides insights into possible changes in 83 student teachers' motives for becoming teachers, their professional commitment and their self-efficacy after a year of teacher education. Furthermore, it addresses the extent to which these changes relate to student teachers' perceptions of their learning environment--specifically, their perceptions of the quality of teaching, generic skills and assessment. Student teachers completed a survey at the beginning and at the end of a single year of teacher education, which revealed significant changes in their motives and self-efficacy regarding tasks within the classroom and throughout the broader school context. No relationship between this change and teachers' perceptions of their learning environment was observed. Instead, student teachers' perception of the quality of teaching predicted their assessments of their ability and self-efficacy in a school context at the end of their education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10