| dc.contributor.author | Uibu, Krista | |
| dc.contributor.author | Salo, Age | |
| dc.contributor.author | Ugaste, Aino | |
| dc.contributor.author | Rasku-Puttonen, Helena | |
| dc.date.accessioned | 2017-02-07T07:04:08Z | |
| dc.date.available | 2020-02-02T22:35:32Z | |
| dc.date.issued | 2017 | |
| dc.identifier.citation | Uibu, K., Salo, A., Ugaste, A., & Rasku-Puttonen, H. (2017). Beliefs about teaching held by student teachers and school-based teacher educators. <i>Teaching and Teacher Education</i>, <i>63</i>(April), 396-404. <a href="https://doi.org/10.1016/j.tate.2017.01.016" target="_blank">https://doi.org/10.1016/j.tate.2017.01.016</a> | |
| dc.identifier.other | CONVID_26523859 | |
| dc.identifier.other | TUTKAID_72851 | |
| dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/52969 | |
| dc.description.abstract | 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. | |
| dc.language.iso | eng | |
| dc.publisher | Pergamon Press | |
| dc.relation.ispartofseries | Teaching and Teacher Education | |
| dc.subject.other | student teachers | |
| dc.subject.other | teacher educators | |
| dc.subject.other | teachers' beliefs | |
| dc.subject.other | teaching practices | |
| dc.title | Beliefs about teaching held by student teachers and school-based teacher educators | |
| dc.type | article | |
| dc.identifier.urn | URN:NBN:fi:jyu-201702031354 | |
| dc.contributor.laitos | Opettajankoulutuslaitos | fi |
| dc.contributor.laitos | Department of Teacher Education | en |
| dc.contributor.oppiaine | Kasvatuspsykologia | fi |
| dc.contributor.oppiaine | Kasvatuspsykologia | en |
| dc.type.uri | http://purl.org/eprint/type/JournalArticle | |
| dc.date.updated | 2017-02-03T13:15:06Z | |
| dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | |
| dc.description.reviewstatus | peerReviewed | |
| dc.format.pagerange | 396-404 | |
| dc.relation.issn | 0742-051X | |
| dc.relation.numberinseries | April | |
| dc.relation.volume | 63 | |
| dc.type.version | acceptedVersion | |
| dc.rights.copyright | © 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. | |
| dc.rights.accesslevel | openAccess | fi |
| dc.relation.doi | 10.1016/j.tate.2017.01.016 | |
| dc.type.okm | A1 | |
