What Pre-Service Teachers Need to Know to Be Effective at Values-Based Education

Autor/inn/en	Mergler, Amanda G.; Spooner-Lane, Rebecca
Titel	What Pre-Service Teachers Need to Know to Be Effective at Values-Based Education
Quelle	In: Australian Journal of Teacher Education, 37 (2012) 8, Artikel 5 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Experienced Teachers; Preservice Teacher Education; Foreign Countries; Values Education; Student Diversity; Listening Skills; Reflection; Preservice Teachers; Teacher Effectiveness; Case Studies; Teacher Attitudes; Teaching Skills; Questioning Techniques; Student Development; Classroom Environment; Teaching Methods; Critical Thinking; Interviews; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Ausland; Werterziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Case study; Fallstudie; Case Study; Lehrerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Befragungstechnik; Fragetechnik; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Interviewing; Interviewtechnik; Australien
Abstract	Evidence is mounting that values education is providing positive outcomes for students, teachers and schools (Benninga, Berkowitz, Kuehn, & Smith, 2006; DEST, 2008; Hattie, 2003; Lovat, Clement, Dally, & Toomey, 2010). Despite this, Australian pre-service teacher education does not appear to be changing in ways necessary to support skilling teachers to teach with a values focus (Lovat, Dally, Clement, and Toomey, 2011). This article presents findings from a case study that explored current teachers' perceptions of the skills pre-service teachers need to teach values education effectively. Teachers who currently teach with a values focus highlighted that pre-service teacher education degrees need to encourage an ongoing commitment to continual learning, critical reflection and growth in pre-service teachers, along with excellent questioning and listening skills. Further, they argued that pre-service teachers need to be skilled in recognising and responding to student diversity. This article ends by arguing for some changes that need to occur in pre-service teacher education in order for teachers to teach effectively with a values focus, including the need for stronger connections between pre-service and experienced teachers. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10