The Beliefs and Perceptions of Pre-Service Teachers Enrolled in a Subject-Area Dominant Teacher Education Program about "Effective Education"

Autor/inn/en	Ozgun-Koca, S. Ash; Sen, Ahmet Ilhan
Titel	The Beliefs and Perceptions of Pre-Service Teachers Enrolled in a Subject-Area Dominant Teacher Education Program about "Effective Education"
Quelle	In: Teaching & Teacher Education: An International Journal of Research and Studies, 22 (2006) 7, S.946-960 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2006.04.036
Schlagwörter	Foreign Countries; Teaching Experience; Teaching Methods; Teacher Education Programs; Student Teaching; Beliefs; Preservice Teachers; Student Teacher Attitudes; Mathematics Teachers; Science Teachers; Attitude Change; Educational Attitudes; Turkey + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching practice; Unterrichtspraxis; Belief; Glaube; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Attitudinal change; Einstellungsänderung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Türkei
Abstract	Teacher educators and researchers have studied the improvement of teacher education programs so that pre-service teachers may be well prepared. Research has shown that not only teachers' knowledge but also their beliefs have major influence on their approach to teaching. This present research examined the mathematics and science pre-service teachers' beliefs and perceptions in Turkey. Specifically, the study focused on the student-teachers' perspectives on "effective education" at the end of their subject area dominant program before the student teaching and the changes in those beliefs after having teaching experience. Many pre-service teachers described the teacher-centered environment as effective, and those who supported a student-centered environment discussed difficulties they faced in creating it during student and full-time teaching. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10