From Student to Teacher: Changes in Preservice Teacher Educational Beliefs throughout the Learning-to-Teach Journey

Autor/in	Wall, Carrie R. Giboney
Titel	From Student to Teacher: Changes in Preservice Teacher Educational Beliefs throughout the Learning-to-Teach Journey
Quelle	In: Teacher Development, 20 (2016) 3, S.364-379 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2016.1149509
Schlagwörter	Beliefs; Preservice Teachers; Longitudinal Studies; Attitude Change; Questionnaires; Interviews; Observation; Content Analysis; Work Attitudes; Qualitative Research; Professional Development; Educational Attitudes; Student Teacher Attitudes + Suchen Sie Ihr Suchwort? Belief; Glaube; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Attitudinal change; Einstellungsänderung; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Inhaltsanalyse; Work attitude; Arbeitshaltung; Qualitative Forschung; Educational attitude; Bildungsverhalten; Erziehungseinstellung
Abstract	Preservice teachers enter programs with beliefs about teaching and learning, constructed from prior schooling experiences. This longitudinal study examines preservice teachers' K-12 memories, their initial educational beliefs, and the changes in those beliefs over their teacher education program. Analysis of questionnaires, interviews, work samples, and observations from six preservice teachers collected over a two-year period revealed that they initially believed that students were similar to themselves, that teaching was simple and autonomous, that students perform uniformly within grade levels, and that teaching ensures learning. At program's end, however, they believed that students differ from one another and from themselves, that teaching is complex, that classroom freedom has limits, that differentiation is essential, and that teaching does not ensure learning. The data suggested a common progression from initial idealism, to cognitive dissonance, to a search for an authentic teaching persona, and finally, to confidence in their new role as teacher. (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	2020/1/01