Difficulties Experienced by Prospective Teachers of Psychology during the Teaching Practice

Lazdauskas, Tomas; Saikauskienė, Albina

doi:10.15823/p.2015.02

Cited by 2 publications

(3 citation statements)

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“…Research done in Lithuania more than a decade ago (Bulajeva, 2000) showed that the main subjects lacking in future teachers are higher self-esteem, dignity, abilities to manage emotions, develop positive attitudes, overcome tension, anxiety, constructively resolve conflicts and emerging problems. Nevertheless, lately, future teachers are experiencing emotional difficulties due to lack of social competence, which can lead to the failure of the whole educational process (Lazdauskas, Saikauskiene, 2015). It has been suggested (Becker et al, 2014;Lazdauskas, Saikauskiene, 2015) that the feelings experienced by the teacher during a lesson are affected by the emotions experienced by the students.…”

Section: Introductionmentioning

confidence: 99%

“…Nevertheless, lately, future teachers are experiencing emotional difficulties due to lack of social competence, which can lead to the failure of the whole educational process (Lazdauskas, Saikauskiene, 2015). It has been suggested (Becker et al, 2014;Lazdauskas, Saikauskiene, 2015) that the feelings experienced by the teacher during a lesson are affected by the emotions experienced by the students. The scope of teaching practice in 2001 was 17 credits and in 2018 -20 credits.…”

Section: Introductionmentioning

confidence: 99%

“…The scope of teaching practice in 2001 was 17 credits and in 2018 -20 credits. During the teaching practice future educators now often identify the challenges of class management, which depend on sociability, on the management of pedagogical communication and cooperation skills (Lazdauskas, Saikauskiene, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Dynamics of the Sociability of Future PE Teachers in the First Decades of the 21st Century

2020

European Journal of Contemporary Education

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The article aims to answer the question, what is the dynamics of the future physical education (PE) teachers' sociability in the first decades of the 21st century? The study documented the peculiarities of sociability in future PE teachers in 2001. It was conducted in 2018 and aimed to answer the question of whether the changing social environment and educational reform in the last decades have recently been linked to changes in the sociability of future PE teachers. An analysis of sociability was made using the adapted Rogov questionnaire and the Bales System of process categories in the interaction process analysis. The research model was selected by interviewing a sample of 3rd and 4th year students (n = 139) in 2001 and in 2018 (n = 134). The survey data showed that in 2018 status striving of future PE teachers is statistically significantly stronger than in 2001. The research findings revealed that in 2001 during the teaching practice students (future PE teachers) were more committed to solidarity, encouraged others more frequently, were calmer, felt more satisfied, and communicated more easily than in 2018. In 2018 during the teaching practice students survived bigger tension and more frequently showed antagonism than in 2001.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Dynamics of the Sociability of Future PE Teachers in the First Decades of the 21st Century

2020

European Journal of Contemporary Education

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Difficulties Experienced by Pre-Service Teachers During Pedagogical Practice: Psychometric Properties of the Questionnaire Structure

Lazdauskas

Saikauskienė

2020

ActPaed

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The aim of our study was to describe the psychometric properties of the structure of a questionnaire designed to assess the difficulties experienced by pre-service teachers during their pedagogical practice. The study involved 110 pre-service teachers (university students): 96 women and 14 men, with a mean age of 24,28 years (SD = 5,03). Based on our previous research, a set of 20 items was developed asking students to rate their experience on a five-point scale. The hierarchical items cluster analysis algorithm ICLUST was used to test the psychometric characteristics of the questionnaire structure. The analysis was performed according to Revelle’s guidelines. Due to the ordinal nature of items, the cluster analysis was performed on the basis of a polychoric correlation matrix. The statistical analysis was carried out using the psych package in R. The reliability of the clusters was assessed taking into account Cronbach’s alpha and Revelle’s beta indicators. Cluster fit, pattern fit, and RMSR were selected as model fit indicators. Two models were developed: the seven-cluster model and two-cluster model. The seven-cluster model consisted of the following clusters: search and selection of material (K1; α = 0,75, β = 0,75), selection of teaching methods (K10; α = 0,77, β = 0,69), classroom management (K13; α = 0,81, β = 0,72), lack of subject and pedagogical knowledge (K3; α = 0,67, β = 0,67), emotions (K4; α = 0,75, β = 0,75), time management (K12; α = 0,70, β = 0,62), and organizational difficulties (K11; α = 0,66, β = 0,60). The two-cluster model consisted of the following clusters: search and selection of material (K1; α = 0,75, β = 0,75) and general difficulties (K18; α = 0,85, β =0,75). Combining 20 items into seven clusters allowed to achieve the best psychometric characteristics of the questionnaire and to reliably assess the difficulties experienced by pre-service teachers during their pedagogical practice. The characteristics of the two-cluster model were satisfactory, and the 18-items general difficulty scale of this model can be chosen as an alternative to calculate the overall estimate of the difficulties experienced by pre-service teachers during their pedagogical practice.

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Difficulties Experienced by Prospective Teachers of Psychology during the Teaching Practice

Cited by 2 publications

References 16 publications

Dynamics of the Sociability of Future PE Teachers in the First Decades of the 21st Century

Dynamics of the Sociability of Future PE Teachers in the First Decades of the 21st Century

Difficulties Experienced by Pre-Service Teachers During Pedagogical Practice: Psychometric Properties of the Questionnaire Structure

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