The Impact of Teaching Practice on Professional Self-Esteem: A Covariance Analysis.

Autor/inn/en	Yeung, Ka Wah; Watkins, David
Titel	The Impact of Teaching Practice on Professional Self-Esteem: A Covariance Analysis.
Quelle	(1998), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Secondary Education; Field Experience Programs; Foreign Countries; Higher Education; Preservice Teacher Education; Self Concept; Self Esteem; Student Teacher Attitudes; Student Teachers; Student Teaching; Teacher Effectiveness; Teacher Student Relationship; Teaching Skills; Hong Kong + Suchen Sie Ihr Suchwort? Praxisnahes Lernen; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Hongkong
Abstract	This study examined the professional self-perceptions and self-esteem of Hong Kong student teachers, investigating the impact of teaching practice. Participants were student teachers in their first or third year of full-time, 3-year courses at 1 of the 4 colleges of education in Hong Kong. A total of 424 student teachers completed a questionnaire before and after student teaching. The questionnaire measured self-esteem as a teacher, focusing on self-esteem, teacher-student relationships, teacher efficacy, teacher commitment, humanism, adequacy of teaching abilities, and classroom techniques. Data analysis indicated that student teachers' personal and professional self-esteem differed from each other as they were subject to different influences. The development of their professional self-esteem depended on the manner in which they perceived their teaching efficacy, teacher student relationships, and commitment to teaching. Student teachers' humanistic beliefs and perceptions of the adequacy of teaching skills overwhelmingly influenced the organization of self-structure. Except for their self-perceived adequacy of teaching abilities, the impact of the other teaching practice experiences on the development of self-esteem was fairly limited. (Contains 70 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC