Are They Ready to Teach? Student Teachers' Readiness for the Job with Reference to Teacher Competence Frameworks

Autor/inn/en	Mohamed, Zulaikha; Valcke, Martin; De Wever, Bram
Titel	Are They Ready to Teach? Student Teachers' Readiness for the Job with Reference to Teacher Competence Frameworks
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 43 (2017) 2, S.151-170 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mohamed, Zulaikha) ORCID (Valcke, Martin) ORCID (De Wever, Bram)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2016.1257509
Schlagwörter	Student Teachers; Teacher Educators; Teacher Competencies; Career Readiness; Teacher Education; Practicums; Student Surveys; Student Teacher Attitudes; Correlation; Teacher Role; Teacher Qualifications; Guidelines; Standards; Foreign Countries; Pedagogical Content Knowledge; Knowledge Base for Teaching; Likert Scales; Benchmarking; United Arab Emirates + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrkunst; Practicum; Praktikum; Praktika; Schülerbefragung; Korrelation; Lehrerrolle; Lehrqualifikation; Richtlinien; Standard; Ausland; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Likert-Skala; Vereinigte Arabische Emirate
Abstract	This is the first report in a series of studies concerning student teachers' readiness-for-the-job, defined by a framework of 11 international teacher competences (ITCs). Attaining readiness-for-the-job is connected to four characteristics of teacher education, namely; (1) employing the ITCs in day-to-day teaching in initial teacher education, (2) integrating the ITCs in the curricula of teaching programmes, (3) exercising the ITCs through practicum at schools and (4) by teacher educators modelling the ITCs. In the present study, a student sample from four teacher education colleges (n = 226) was surveyed to explore the extent to which students felt ready-for-the-job. The study outlines the degree to which the characteristics of teacher education are associated with student teachers' readiness-for-the-job. The results identify the critical areas to be developed in these prospective teachers before they can actually become ready-for-the-job, and especially the central role of their teacher educators in shaping their professional competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01