Literaturnachweis - Detailanzeige
Autor/inn/en | Meristo, Merilyn; Ljalikova, Aleksandra; Löfström, Erika |
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Titel | Looking Back on Experienced Teachers' Reflections: How Did Pre-Service School Practice Support the Development of Self-Efficacy? |
Quelle | In: European Journal of Teacher Education, 36 (2013) 4, S.428-444 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0261-9768 |
DOI | 10.1080/02619768.2013.805409 |
Schlagwörter | Foreign Countries; Preservice Teacher Education; Recall (Psychology); Program Effectiveness; Beginning Teachers; Self Efficacy; Teacher Effectiveness; Semi Structured Interviews; Teacher Attitudes; Communities of Practice; Reflection; Interpersonal Communication; Cooperation; Student Teaching; Interpersonal Relationship; Estonia Ausland; Lehramtsstudiengang; Lehrerausbildung; Abberufung; Junior teacher; Junglehrer; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Community; Interpersonale Kommunikation; Co-operation; Kooperation; Teaching practice; Unterrichtspraxis; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Estland |
Abstract | This research focuses on experienced Estonian teachers' pre-service school practice. Each one of the 19 teachers interviewed in this study had over 25?years of professional experience. We were interested in their recollections of their pre-service school practice and the impact that their experience had on them professionally. The results indicate the importance of support systems and a cooperative atmosphere in the school, both of which enable a beginning teacher's self-efficacy. Despite the lack of explicit support structures from the 1960s to the 1980s, implicit support existed and played an important role in facilitating the development of student teachers' self-efficacy. (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 |