A case study of early career secondary teachers’ perceptions of their preparedness for teaching: lessons from Australia and Spain

Analysis of Science and Technology Pre-service Teachers’ Beliefs on the Construction of the Teachers’ Professional Identity during the Initial Training Process

“…This is related to the results obtained in other studies that showed the importance of the development of the TPI when trainee teachers come into contact with professionals from the same sphere during their teaching practice and get to know the real context in which they will develop as teachers (Cameron & Grant,2017;Green, 2015;Trevallion, 2018). Furthermore, the participants in this study indicated that the aspects that have most influence on the construction of the TPI during initial training are the period of teaching practice (Avraamidou, 2014;Izadinia, 2016) and professional interest of a vocational nature (Kim, 2013;Salazar Noguera &McCluskey, 2017) in order to prevent the burnout of newly-graduated teachers (Hong, 2010).…”

“…The construction of the TPI in relation to future secondary education teachers' initial training has been the focus of interest of various pieces of research carried out in the last decade (Buldur, 2017;Huu & Ngoc, 2017;Izadinia, 2015;Martínez de la Hidalga & Villardón-Gallego, 2015). In this respect, some studies stress the role played by the students' process of identifying with the teaching profession and the development of attitudes or values that may Gracia et al / Science and Technology Teachers' Professional Identity 4 / 14 be important if they are to progress in their professional development (Beijaard, et al, 2004;Esteve, 2009;Timostsuk & Ugaste, 2010), such as their intrinsic vocation for teaching, a commitment to improving education, the capacity to reflect and be self-critical, the flexibility to adapt to changes and the need to improve their own theoretical and practical training (Hong, 2010;Kim, 2013;Salazar Noguera & McCluskey, 2017).…”

Vliv pregraduálního vzdělání na profesní počátky ve školní praxi pohledem začínajících učitelů

“…Z literatury lze vysledovat, že začínající učitelé nejčastěji označují za nej-silnější stránku pregraduální přípravy odbornou výuku své aprobace (Hesson, 2016;Kalhoust & Horák, 1996;Salazar Noguera & McCluskey, 2017;Vítečková & Gadušová, 2015). Naopak za nejslabší místo je všeobecně považována pedagogicko-psychologická složka pregraduální přípravy (Šimoník, 1995;Vítečková & Gadušová, 2015).…”

“…Naopak za nejslabší místo je všeobecně považována pedagogicko-psychologická složka pregraduální přípravy (Šimoník, 1995;Vítečková & Gadušová, 2015). V některých případech je důvodem nevyhovující pedagogicko--psychologické přípravy nevhodný obsah předmětů (Chesley & Jordan, 2012;Salazar Noguera & McCluskey, 2017;Sandoval-Lucero et al, 2011), nicméně častěji se jedná o nevyhovující formu výuky -v určité podobě až antididaktickou, tj. prezentující to, jak by práce se žáky vypadat neměla (Vašutová et al, 2008, s. 177) -, která byla převážně teoretická bez praktického přesahu (Buchanan, 2002;Salazar Noguera & McCluskey, 2017;Švec, 2006) a byla vyučována učiteli bez praktických zkušeností s reálnou školní výukou (Chesley & Jordan, 2012).…”

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“…For example, a study conducted by Mukeredzi (2016) in a rural area of South Africa reveals that the internship helps preservice teachers build a better understanding of schools in rural areas and appropriate pedagogy, discard stereotypes, increase their confidence, improve their teaching skills, and broaden their career prospects in these settings, which may ultimately foster an interest in rural teaching. In addition, Salazar Noguera and McCluskey (2017) find that the teaching practicum enables Australian and Spanish preservice teachers to link what they have learned during the teacher education program to the reality of teaching. That period offers remarkably valuable learning experiences for these interns to develop initial teaching experience, increase the awareness of their profession and facilitate the transition from being students to being teachers.…”