Differential Effects of a Long Teacher Training Internship on Students' Learning-to-Teach Patterns

Autor/inn/en	Donche, Vincent; Endedijk, Maaike D.; van Daal, Tine
Titel	Differential Effects of a Long Teacher Training Internship on Students' Learning-to-Teach Patterns
Quelle	In: European Journal of Teacher Education, 38 (2015) 4, S.484-495 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2015.1057562
Schlagwörter	Longitudinal Studies; Cognitive Style; Internship Programs; Learning Processes; Experiential Learning; Student Teaching; Questionnaires; Preservice Teachers; Student Teacher Evaluation; Student Teacher Attitudes; Teaching Skills; Skill Development; Learning Strategies; Pretests Posttests; Emotional Adjustment; Scores; Knowledge Base for Teaching; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Cognitive styles; Kognitiver Stil; Berufspraktische Ausbildung; Learning process; Lernprozess; Experiental learning; Erfahrungsorientiertes Lernen; Teaching practice; Unterrichtspraxis; Fragebogen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kompetenzentwicklung; Qualifikationsentwicklung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Emotionale Anpassung; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Belgien
Abstract	To become a lifelong learner as a teacher, student teachers already have to learn how to direct their own learning during initial teacher education programmes. Previous empirical research has shown that student teachers differ in their patterns of learning-to-teach, but few is known about the changeability of these learning patterns throughout teacher education and the role of teacher training internships in this. In this study, the changes in student teachers' patterns of learning-to-teach amongst pre-service teachers were investigated using a longitudinal design. 253 student teachers were asked to complete the 'Inventory Learning To Teach Process' questionnaire at two points during the last semester of a three-year teaching programme: immediately prior to and immediately following a long teacher training internship. The results of this study demonstrate that learning-to-teach patterns are subject to a relative degree of change. In particular, survival-oriented student teachers appear to have undergone a greater degree of change after the long teacher training internship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01