Does Higher Education Curriculum Contribute to Prospective Teachers' Attitudes, Self-Efficacy and Motivation?

Autor/inn/en	Koludrovic, Morana; Ercegovac, Ina Reic
Titel	Does Higher Education Curriculum Contribute to Prospective Teachers' Attitudes, Self-Efficacy and Motivation?
Quelle	In: World Journal of Education, 7 (2017) 1, S.93-104 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Preservice Teachers; Student Attitudes; Self Efficacy; Student Motivation; Foreign Countries; Self Determination; Learning Motivation; Measures (Individuals); Attitude Measures; Student Satisfaction; Teaching (Occupation); Undergraduate Students; Elementary School Teachers; Secondary School Teachers; Educational Change; Teacher Education Curriculum; Preservice Teacher Education; Higher Education; Factor Structure; Croatia; Academic Motivation Scale; Minnesota Teacher Attitude Inventory + Suchen Sie Ihr Suchwort? Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Ausland; Selbstbestimmung; Motivation for studies; Lernmotivation; Messdaten; Teaching; Lehrberuf; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsreform; Lehramtsstudiengang; Lehrerausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Faktorenstruktur; Kroatien
Abstract	In Croatia, another comprehensive reform of the education system is being implemented. Although it proposes a number of reforms to the school system, we think that providing better training to future teachers during their studies would further contribute to the quality of education. The initial education of elementary and high school teachers is considerably different in terms of the number of courses where teaching competences are acquired, i.e. teaching courses, and the number of classes of these courses students take every week. Therefore, the initial hypothesis of the study was that students who take more teaching courses will prefer a democratic atmosphere, and will be more intrinsically motivated, more self-efficient and more satisfied with their course of study as compared to students who take fewer of these courses. A series of questionnaires was given to 383 students at teacher education institutions at the University of Split to examine their academic self-efficacy, motivation, satisfaction with the studies and to assess the quality of teaching atmosphere. The obtained results confirm the hypothesis that future teachers who take more teaching courses prefer a democratic atmosphere and are intrinsically more motivated. When explaining future teachers' attitudes towards a democratic teaching process, the predictive role of self-efficacy and satisfaction with the course of study was not determined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01