Student-Teachers’ And School-Based Teacher Educators’ Beliefs About Teaching Practices And Instructional Goals
Salo, A., Uibu, K., Ugaste, A., & Rasku-Puttonen, H. (2015). Student-Teachers’ And School-Based Teacher Educators’ Beliefs About Teaching Practices And Instructional Goals. In The Proceedings of 6th World Conference on educational Sciences (pp. 2203-2212). Elsevier BV. Procedia: Social and Behavioral Sciences, 191. https://doi.org/10.1016/j.sbspro.2015.04.295
Published inProcedia: Social and Behavioral Sciences
© 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license.
Beliefs about teaching are integrated into teaching practices and instructional goals that impact teachers’ professional development. The aim of the research was to identify the beliefs that student-teachers and school-based teacher educators have about the development of pupils’ cognitive and social competences. First-year student-teachers and school-based teacher educators completed a questionnaire. The results revealed that the teachers’ beliefs vary according to their teaching experience. The student teachers preferred practices that were aimed at mechanical acquisition. The teacher educators’ choices of teaching practices were aimed at developing the pupils’ learning competences and the implementation of competence-based tasks. To support the student-teacher’s professional development and formation of their beliefs, it is important to implement different combinations of teaching practices.