Early career teachers’ beliefs about their preparedness to teach: Implications for the professional development of teachers working with gifted and twice-exceptional students

Rowan, Leonie; Townend, Geraldine

doi:10.1080/2331186x.2016.1242458

Cited by 30 publications

(29 citation statements)

References 63 publications

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“…The study conducted by Nolan and Molla (2018) on learning of professional teacher through distress pedagogy proves that in learning of professional teacher, its process must be notified by distress pedagogy because of the relationship among the professional teachers' character, experiences, and acts of deliberation. Additionally, Rowan and Townend (2016) on teachers' beliefs in their early career about their preparations to teach report a result based on a large-scale, mixed-method Australian study project investigating 971 graduates who prepared themselves in meeting a variety of students' needs. This study used a unique data set to identify three key subjects when new teachers felt not ready yet: teaching students with various abilities, encouraging disability students, and communicating the problem appeared to parents.…”

Section: Introductionmentioning

confidence: 99%

Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools

Julia¹,

Subarjah²,

Maulana³

et al. 2020

EUROPEAN J ED RES

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This study aims at exploring the problem of the readiness and competence of new teachers to teach in primary schools. This study specifically focuses on identifying the readiness of new teachers to conduct teaching professionally, and analyzing their competence in conducting teaching. This study employs a mixed-method research design with data collected from two different approaches: a qualitative approach by conducting interviews and observation, and a quantitative approach by conducting a survey. The data were collected from lecturers, graduate teachers working as teachers, graduate teachers working not as teachers, and users of graduate teachers. The results of data collection and analysis were made into several themes. The results showed that the majority of graduates were ready to join the workforce as professional teachers with the risk that they had to accept the lack of welfare and legitimacy as unprofessional teachers because they had to attend further professional education programs. The education provided by the lecturers during their study in their institution in the aspects of knowledge and skills in the field of study and pedagogy became the foundation for new teachers in starting their careers as professional teachers in schools. A good educational process had produced teachers who have competencies with good categories in various aspects.

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Section: Introductionmentioning

confidence: 99%

Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools

Julia¹,

Subarjah²,

Maulana³

et al. 2020

EUROPEAN J ED RES

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“…In our study, organizational and pedagogical conditions reflect the totality of measures aimed at improving the training of teachers for working with gifted students. The organizational and pedagogical conditions for preparing teachers for work with gifted students were determined with the analysis of the scientific literature on teacher education both domestic (Igropulo, Semina, Sorokopud, & Shapovalov, 2013;Igropulo, Magomedov, & Romaeva, 2018;Vezirov, Borozinets, & Sorokopud, 2013 ) and foreign authors (Edinger, 2017;Hertzog, 2017;Kettler, Oveross, & Bishop, 2017;Rowan & Townend, 2016). First of all, it should be noted the importance of organizational and methodological events, which includes the creation of a database of teachers who have trained schoolchildren -winners and prize-winners of Olympiads; the creation and operation of the "Preparing for the Olympiads" section on the https://doi.…”

Section: Resultsmentioning

confidence: 99%

Preparation Of Teachers For Work With Gifted Students

Магомедов¹

2020

European Proceedings of Social and Behavioural Sciences

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“…Este sistema es uno de carácter multifacético que incluye concepciones, actitudes, creencia, o teorías subjetivas (Pajares, 1992;Preckel, Baudson, Krolak-Schwerdt, & Glock, 2015;Richardson, 1996). A través de esas creencias, los educadores aprenden a interpretar la información que nutre sus procesos de enseñanza y alimenta sus prácticas educativas (Pajares, 1992;Rowan & Townend, 2016). De esta manera, explicitar cuál es la responsabilidad personal que los educadores le asignan a su labor profesional permitiría mejorar su proceso de enseñanza y sus prácticas de instrucción (Lemon & Garvis, 2016;Matheis, Kronborg, Schmitt, & Preckel, 2017;Matteucci et al, 2017;Subban & Mahlo, 2017).…”

Section: Las Creencias De Los Docentes Sobre Responsabilidadunclassified

Responsabilidad personal docente y motivación escolar

Cáceres

Muñoz

Valenzuela

2021

REIFOP

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El artículo tiene como propósito analizar las representaciones acerca de la responsabilidad personal docente en la motivación escolar. Participaron del estudio profesores en formación y en ejercicio de Educación primaria (n=773) de la Región de la Araucanía, Chile. A partir de un análisis de cluster se identificaron cuatro perfiles distintos, en donde esta responsabilidad se asume como propia o compartida y donde la motivación escolar es representada como algo continuo o como un momento acotado de la clase. Los resultados muestran que habría un desplazamiento de la responsabilidad docente hacia la familia, en torno a la motivación escolar, cuando se ejerce efectivamente la profesión. Además, los profesores en ejercicio tenderían concebir la motivación escolar como un momento acotado y de responsabilidad compartida; mientras que los futuros profesores participan significativamente más del perfil en donde la motivación es un proceso continuo y de responsabilidad del docente. Dado que el profesor es el agente que con mejores herramientas debería ser capaz de dar sentido y motivar el aprendizaje escolar, urge generar estrategias para que esta responsabilidad sea asumida de manera contundente por el propio profesor y como un proceso, más allá de un momento específico de la clase. This article analyzes self-reports of teacher perceptions regarding personal responsibility in school motivation. Participants were teachers-in-training and those currently working in Primary Education (n=773) in the Araucanía Region, Chile. Four different profiles were identified from cluster analysis, where responsibility was seen as personal, or shared; and where school motivation was represented as continuous, or discrete. Results show that respondents tend to place responsibility for school motivation within the family for the most effective exercise of the profession. For practicing teachers, school motivation tended to be conceived of as discrete moments, of shared responsibility; while future teachers were significantly more likely to see motivation as a continuous process, of personal (teacher) responsibility. Given that teachers have the educational tools and opportunity to most effectively motivate school learning, it is urgent to generate strategies where responsibility is robustly assumed by teachers themselves; and as a continuous process beyond a specific moment in the classroom.

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Early career teachers’ beliefs about their preparedness to teach: Implications for the professional development of teachers working with gifted and twice-exceptional students

Cited by 30 publications

References 63 publications

Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools

Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools

Preparation Of Teachers For Work With Gifted Students

Responsabilidad personal docente y motivación escolar

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