Exploring Pre-Service Teachers' Perceptions of Their Pedagogical Preferences, Teaching Competence and Motivation

Autor/inn/en	Ismail, Sadiq Abdulwahed Ahmed; Jarrah, Adeeb Mohamed
Titel	Exploring Pre-Service Teachers' Perceptions of Their Pedagogical Preferences, Teaching Competence and Motivation
Quelle	In: International Journal of Instruction, 12 (2019) 1, S.493-510 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Preservice Teachers; Student Attitudes; Pedagogical Content Knowledge; Language Proficiency; Foreign Countries; Teacher Motivation; Teaching Methods; Teaching Skills; Career Choice; Elementary School Teachers; Preschool Teachers; Preferences; Teacher Competencies; United Arab Emirates + Suchen Sie Ihr Suchwort? Schülerverhalten; Pädagogische Kompetenz; Language skill; Language skills; Sprachkompetenz; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrkunst; Vereinigte Arabische Emirate
Abstract	The issue of preparing qualified and motivated teachers equipped with all the essential pedagogical and content knowledge and language proficiency has recently become a top priority in many countries, including the United Arab Emirates (UAE). The main aim of the present study is to investigate the impact of teaching practice on pre-service teachers' perceptions of their pedagogical preferences, teaching competence and motivation for choosing teaching as a future career. The study employed both quantitative and qualitative methods in order to have a better understanding of the phenomenon. A five Likert scale questionnaire and a focus group interview were used to collect the necessary data. The questionnaire was distributed and collected from 30 senior prospective female teachers in both elementary and early childhood education programs in a university in the UAE, while the interviews were conducted with only 12 volunteered student teachers. The study's results revealed positive views about the two groups' pedagogical preferences, teaching competence and motivation. Many of the statistically significant results were in favour of the elementary group. Overall, a considerable number of results revealed that prospective teachers view teaching practice experience to have an impact on their pedagogical preferences, teaching competence and motivation. The study concluded with some implications and/or recommendations for future research. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01