Attitude profiles explain differences in pre-service teachers' reading behavior and competence beliefs

Vansteelandt, Iris; Mol, Suzanne E.; Caelen, Deeviet; Landuyt, Ingeborg; Mommaerts, Magda

doi:10.1016/j.lindif.2017.01.016

Cited by 14 publications

(12 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is worrisome that students' reading attitude decreases throughout primary and secondary school (McKenna et al, 2012;Smith et al, 2012). Another concern is that the scant amount of studies focusing on pre-service teachers' affective aspects of reading revealed that a large group of pre-service teachers start teacher education with a rather negative reading attitude (Applegate et al, 2014;Applegate & Applegate 2004;Nathanson et al, 2008;Vansteelandt et al, 2017). Teacher dispositions, such as attitudes, motivation and sense of efficacy are, however, of importance for teacher behaviour in class and students' outcomes (George et al, 2018;Guay et al, 2016).…”

Section: Implications For Theory Policy or Practicementioning

confidence: 99%

Pre‐service teachers' reader profiles: stability and change throughout teacher education

Vansteelandt

Mol

Keer

2021

Journal Research in Reading

Self Cite

View full text Add to dashboard Cite

Background: Considering (1) that reading proficiency is fundamental for educational success, (2) the reciprocal relationship between affective aspects of reading (e.g., reading attitude and motivation) and reading behaviour and ability, (3) the alarming decline in students' reading attitude throughout primary and secondary education and (4) the rather large group of pre-service teachers starting teacher education with a negative reading attitude, this study used a person-centred approach to examine the development of pre-service teachers' reading attitude throughout teacher education and how it relates to their perceived reading ability and reading behaviour. Methods: In a sample of 128 pre-service teachers, cluster (movement) analysis was executed at the start of teacher education and near graduation to identify different reading attitude clusters and possible changes throughout teacher education. A distinction between purpose (recreational vs academic) and context (personally vs socially oriented) was made when assessing reading attitude components. Results: Three reading attitude profiles (i.e., personally oriented, socially oriented and low attitude) were corroborated at both measurement occasions. Cluster movement analysis identified that the majority remained in the same profile over time (53-62%). When pre-service teachers did switch profile, they most likely evolved towards the personally-or socially-oriented profile (reading as a mere personal activity vs willing to interact about reading, respectively). Convergent validity evidence was found in that pre-service teachers in the low-attitude profile (24%) were least likely to read and perceived themselves as least competent in reading. They further appeared to be least willing to invest in reading promotion in their future school(s) of all profiles.

show abstract

Section: Implications For Theory Policy or Practicementioning

confidence: 99%

Pre‐service teachers' reader profiles: stability and change throughout teacher education

Vansteelandt

Mol

Keer

2021

Journal Research in Reading

Self Cite

View full text Add to dashboard Cite

show abstract

“…Young people can benefit from having social influences such as parents, teachers and peers modeling life-long reader ideation and practice, however not all teachers are perceived to be keen readers (Merga, 2016), and teachers' demonstration of engagement with literature may be limited due to the current demands of the curriculum (Cremin et al, 2008). In addition, research with pre-service and practicing teachers has found that not all teachers are avid readers (Applegate & Applegate, 2004;Vansteelandt et al, 2017), and therefore having a teacher librarian who can model reading engagement and enjoyment may be important to ensure that students encounter keen reading models in their school environment.…”

Section: Modelingmentioning

confidence: 99%

School Librarians as Literacy Educators Within a Complex Role

Merga

2020

Journal of Library Administration

View full text Add to dashboard Cite

Librarians in schools are expected to play an important role as literacy educators, and have a positive impact on young people's literacy learning. However in the context of their diverse workload, relatively little is known about how this aspect of their role sits within its competing demands, and the exact scope of the literacy educator requirements. Using a hybrid approach to content analysis, this article analyses 40 recent job description documents to identify the nature and prevalence of different aspects of the role, and to explore the literacy educator aspect of this profession. Findings suggest that while the literacy educator aspect is one of the most common role requirements, it sits within a complex workload, and the literacy educator aspect is itself multi-faceted and demanding.

show abstract

“…The attitude of a teacher has a big influence on students' development. Ideally, all teachers should be a model of learning for students (Vansteelandt, Mol, Caelen, Landuyt, and Mommaerts 2017).…”

Section: Introductionmentioning

confidence: 99%

Defining Vocational Teacher Competencies in Industry 4.0 from the Perspective of Policymakers

Ana¹,

Kustiawan²,

Ahman³

et al. 2020

JEET

View full text Add to dashboard Cite

This study aims to analyze the competence of vocational school teachers needed in Industry 4.0 based on the opinions of policymakers using a quantitative method (13 education policymakers). Identifying the priority competencies of vocational school teachers is an important issue because low teacher competence is a problem for vocational education in Indonesia. The results of the study indicated the priority of pedagogical competence, social competence, personality competence, and professional competence of vocational teachers. Vocational teacher pedagogic competencies that are very much needed are the ability to actualize potential as part of student development, the ability to understand students in-depth, and the ability to understand the character of students in physical, social, cultural, emotional, and intellectual aspects. In addition, vocational school teachers are expected to have the ability to design and evaluate learning. The needed social competencies for vocational school teachers are the ability to communicate efficiently, emphatically, and respectfully both oral and written communication skills, and the ability to communicate and improve themselves using ICT.

show abstract

Attitude profiles explain differences in pre-service teachers' reading behavior and competence beliefs

Cited by 14 publications

References 41 publications

Pre‐service teachers' reader profiles: stability and change throughout teacher education

Pre‐service teachers' reader profiles: stability and change throughout teacher education

School Librarians as Literacy Educators Within a Complex Role

Defining Vocational Teacher Competencies in Industry 4.0 from the Perspective of Policymakers

Contact Info

Product

Resources

About