Beliefs on the teacher professionalism and teaching models in initial teacher education

Abstract

The aim of this paper is to know student teachers’ beliefs on the teaching profession as well as its relation with diverse teaching methods. A Likert scale questionnaire collected the opinions of 361 students enrolled in the master’s degree in secondary education teacher training. A descriptive methodology was applied through a questionnaire in order to collect the data. The most extended beliefs concerning the teaching profession are identified, emphasising future teachers’ interests in more practical teaching and student-centred approach. This investigation highlights the importance of including within the curriculum of pre-service secondary education teachers, activities that enable students reflect about their own beliefs regarding the teaching profession for the reasons that they are decisive to introduce changes in the teacher training curriculum.

The Key Role of Administrators in Supporting Teacher Leadership and Professionalism in Southern Mexico

“…Empirical studies on the factors that can promote or inhibit teacher's professionalism have been approached from both qualitative and quantitative perspectives (Bartholdsson, 2020;Joo, 2020;Khasanah, Kristiawan, & Tobari, 2019;Nolan & Molla, 2019; of them have consistent results that establish that teacher professionalism is a complex phenomenon. Legrottaglie & Ligorio (2017) found that development of teacher professionalism is a dynamic process that is nuanced by the professional experiences of teachers, as well as by their attitudes about their role as teachers, both in their student stage and as teachers (Rodríguez et al, 2019;Suyatno et al, 2019). For example, second career teachers (teachers who were initially trained in a profession other than education), take advantage of their experiences in their first profession to have a positive effect in their schools (Nielsen, 2016;Ro, 2019).…”