Perception of teacher education and professional identity among novice teachers

Ezer, Hanna; Gilat, Izhak; Sagee, Rachel

doi:10.1080/02619768.2010.504949

Cited by 73 publications

(57 citation statements)

References 13 publications

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“…The pre-service teachers with LD who participated in the current study pointed to the roles of "delivering universal values" and "demonstrating sensitivity to special needs" as the two most important ones. This result is partly consistent with the results of a prior study on pre-service teachers in their 4th year of study that indicated that the component perceived as most important to the teacher's role is "delivering universal values", followed by "educating toward appropriate behavior and prevention of violence", and "developing the pupils' unique personal abilities" (Ezer et al, 2010). While the pre-service teachers in both studies ranked "delivering universal values" the most important teacher role, those with LD ranked "demonstrating sensitivity to special needs" the second most important, a finding that clearly differentiates this group of participants from the study mentioned above, in which pre-service teachers consisted of all students enrolled in that specific year.…”

Section: Discussionsupporting

confidence: 81%

“…Data were collected using a structured questionnaire (Ezer, Gilat, & Sagee, 2010). The questionnaire measures attitudes and perceptions of pre-service teachers in the following four aspects of the teaching profession and the training process:…”

Section: Methodsmentioning

confidence: 99%

“…According to the results of the Ezer et al (2010) study, 4th-year pre-service teachers ranked the practicum as one of the most important components of the training. This group also ranked education studies courses relatively low.…”

Section: Discussionmentioning

confidence: 99%

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Pre-Service Teachers with Learning Disabilities: Perceptions of Professional Training

Forkosh‐Baruch¹,

Lipka²

2016

JPR

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The study presented herewith examines the perceptions of pre-service teachers with learning disabilities (LD) of their professional identity. The sample included 31 pre-service teachers with LD in their first years of training for a Bachelor of Education (BEd) degree over one semester. Four main aspects of the teaching profession and teacher-education training were examined both at the beginning of the semester and again at the end of the semester: roles of teachers, various components of teacher-education, training agents, and the connectedness between classroom training and teaching practice. The results reveal unique perceptions and needs of pre-service teachers with LD as well as common perceptions of pre-service teachers during their training. The study calls attention to the needs of pre-service teachers with LD in terms of training and support during their post-secondary education.

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Section: Discussionsupporting

confidence: 81%

Section: Methodsmentioning

confidence: 99%

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Pre-Service Teachers with Learning Disabilities: Perceptions of Professional Training

Forkosh‐Baruch¹,

Lipka²

2016

JPR

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“…Consideramos una cuestión clave la necesidad de reflexionar sobre estos temas y valorar la importancia de los diferentes aspectos que integran este proceso, desarrollando un variado y complejo conjunto de competencias junto con la acción pedagógica, la comunicación en el aula, la empatía y la interacción con el alumnado, el trabajo colaborativo con otros y otras docentes, el manejo de recursos y estrategias innovadoras, la reflexión sobre la práctica docente, etc. (Ezer, Gilat y Sagee, 2010;MacBeath, 2012;Manso y Martín, 2014).…”

Section: Revisión Y Antecedentesunclassified

Diferencias entre Expectativas y Logros en la Formación Inicial del Profesorado de Secundaria

Rodríguez¹,

Pedrajas²

2016

Rev. Complut. Educ

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Resumen. Este trabajo pretende contribuir a la mejora del proceso de formación inicial docente, analizando las diferencias entre la importancia formativa concedida a los objetivos y competencias profesionales de carácter general de los futuros y las futuras docentes del Máster de Formación del Profesorado de Enseñanza Secundaria (FPES). Concretamente se han recogido las opiniones de 353 estudiantes del Máster FPES de la Universidad de Córdoba, mediante un cuestionario de escala Likert diseñado para valorar el nivel de desarrollo adquirido y la importancia atribuida a las competencias generales del Máster, en los primeros años de su puesta en marcha. En los resultados obtenidos, encontramos que los participantes de este estudio presentan unas expectativas elevadas respecto a la importancia formativa de tales objetivos, pero valoran de forma más baja su nivel de desarrollo en la mayoría de los casos. Consideramos que estos datos contribuyen a mejorar el conocimiento del pensamiento inicial sobre la profesión docente, analizando las fortalezas y debilidades del citado Máster para poder diseñar propuestas bien fundamentadas que ayuden a mejorar la formación inicial del profesorado en el futuro. Palabras clave: Formación inicial del profesorado; objetivos; competencias; expectativas y logros.[en] Differences between expectations and achievements in the initial training of Secondary school teachers Abstract. The aim of this paper is to contribute to the improvement of the initial teacher training process by analyzing the differences between the training importance given to the objectives and the general professional competences of future teachers attending the Master's Degree in Secondary Education Teacher Training. A Likert scale questionnaire collected the opinions of 353 students of this Master at the University of Cordoba designed with the aim of assessing the acquired level of development and the importance attributed to the general competences of the Master in the initial years of its implementation. The results show that the individuals participating in the study show high expectations regarding formative relevance of the mentioned objectives, although they give less importance to their development level in most of the cases. We consider that this data contributes to improve teachers' initial thoughts about their profession, analyzing the strengths and weaknesses of the mentioned Master in order to be able to design sound proposals that improve the initial training of the future teachers.

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“…making improvements or modifications in the learning environment. It is reported in the literature that in higher education research perception theory was used as a theoretical underpinning to investigate teaching and learning, students' expectations from studies, and creativity development in different fields of study, including teacher training, health education and foreign language studies (Paulos, & Mahony, 2008;Ezer, Gilat, & Sagee, 2010;Zenasni, & Lubart, 2011;Yeh, Yen, & Chen, 2012;Newton, 2013;Burkšaitienė, 2014;Šliogerienė, 2013;Zacher, & Johnson, 2015). For example, Paulos & Mahony (2008) studied students' perceptions of learning and teaching within health courses to investigate the effectiveness of feedback.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

A Lithuanian Case of Fostering Creativity within Academia: Students’ Perceptions

Burkšaitienė¹

2017

The European Proceedings of Social and Behavioural Sciences

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Creativity has been increasingly researched in higher education. Until recently, however, empirical studies exploring creativity and creative writing simultaneously conducted from the students' perspective are rare. The present study aims to analyse undergraduate students' perceptions of the course of Modern English and Creative Writing and its impact on their creativity. The data were collected through feedback questionnaires and analysed using both qualitative and quantitative research methods. The general conclusion of this study is that the course encouraged most students' creativity and fostered their creative writing skills. Prominent among the findings was the perception that creative writing practice was the most valuable component of the course, followed by new knowledge gained during the course and an increased awareness of others and self. It was also established that the course changed some students' general understanding of creativity and raised their awareness of creative writing. On the other hand, the results also imply that to some students the course was a challenge.

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Perception of teacher education and professional identity among novice teachers

Cited by 73 publications

References 13 publications

Pre-Service Teachers with Learning Disabilities: Perceptions of Professional Training

Pre-Service Teachers with Learning Disabilities: Perceptions of Professional Training

Diferencias entre Expectativas y Logros en la Formación Inicial del Profesorado de Secundaria

A Lithuanian Case of Fostering Creativity within Academia: Students’ Perceptions

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