Beliefs about teaching held by student teachers and school-based teacher educators
Uibu, K., Salo, A., Ugaste, A., & Rasku-Puttonen, H. (2017). Beliefs about teaching held by student teachers and school-based teacher educators. Teaching and Teacher Education, 63(April), 396-404. https://doi.org/10.1016/j.tate.2017.01.016
Published in
Teaching and Teacher EducationDate
2017Copyright
© 2017 Elsevier Ltd. This is a final draft version of an article whose final and definitive form has been published by Elsevier. Published in this repository with the kind permission of the publisher.
Teachers' beliefs about teaching goals and practices are influenced by several factors, including teaching and mentoring experiences. To identify which teaching goals and practices are preferred for the social and cognitive development of pupils, 112 student teachers and 73 school-based teacher educators were questioned. In contrast to teacher educators, student teachers consider the mechanical acquisition of knowledge and practices that support intrapersonal processes directed toward cognitive development to be a more effective goal, while teachers with mentoring experience prefer teaching practices that support pupils' social development. Knowledge about teaching-related beliefs is essential for promoting effective teacher training.
Publisher
Pergamon PressISSN Search the Publication Forum
0742-051XPublication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/26523859
Metadata
Show full item recordCollections
Related items
Showing items with similar title or keywords.
-
Student-Teachers’ And School-Based Teacher Educators’ Beliefs About Teaching Practices And Instructional Goals
Salo, Age; Uibu, Krista; Ugaste, Aino; Rasku-Puttonen, Helena (Elsevier BV, 2015)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 ... -
Observed teaching practices interpreted from the perspective of school-based teacher educators
Uibu, Krista; Salo, Age; Ugaste Aino; Rasku-Puttonen Helena (Routledge, 2023)A teacher supervising the school practice of student teachers is regarded as an expert who sets an example of good teaching to future teachers and chooses teaching practices that support pupils’ cognitive and social ... -
Engaging school practices and teachers’ emotional support for students’ school engagement in European schools
Hosiaisluoma, Paula; Luomaniemi, Laura (2023)Tämän tutkimuksen tarkoituksena oli tutkia oppilaiden kouluun kiinnittymistä eurooppalaisten kasvattajien näkökulmasta. Tavoitteenamme oli selvittää, millaisia koulukäytänteitä kasvattajat käyttävät tukeakseen oppilaiden ... -
Children's expectancy beliefs and subjective task values through two years of school-based program and associated links to physical education enjoyment and physical activity
Gråstén, Arto (Elsevier B.V.; Shanghai University of Sport, 2016)Purpose: The present study examined the patterns of children’s expectancy beliefs and subjective task values through the Physical Activity as Civil Skill Program and associated links to physical education enjoyment and ... -
Teachers’ Practices and Competence to Assess Students’ Academic Skills in Primary School
Virinkoski, Riitta (Jyväskylän yliopisto, 2022)The aim of the present thesis was to introduce the findings concerning primary school teachers’ assessment practices of students’ academic skills, the accuracy of the assessments, and the connection between the length of ...