Pre-service teachers’ beliefs about the teaching profession, curriculum orientations, and personal responsibility

Eren, Altay; Güler, Çetin

doi:10.1007/s41297-018-00061-1

Cited by 19 publications

(15 citation statements)

References 43 publications

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“…Ditinjau dari perbedaan langkah-langkah tersebut terlihat bahwa model pembelajaran STAD pada tahap pengelompokan yang heterogen, pemberian kuis/evaluasi dan kemudian pemberian reward kepada siswa, sehingga perlakuan yang intensif pada siswa memiliki pengaruh yang tinggi terhadap pembentukan karakter akhlak siswa. Hal ini didasari bahwa kurikulum 2013 menghendaki adanya student center (Bovill & Woolmer, 2019;Eren & Çetin, 2019;Mylopoulos et al, 2018;Retnawati et al, 2016). Sehingga akan terbentuk karakter akhlak yang baik.…”

Section: Hasil Penelitianunclassified

Pembelajaran abad 21: Pengaruhnya terhadap pembentukan karakter akhlak melalui pembelajaran STAD dan PBL dalam kurikulum 2013

Yunianto¹,

Suyadi²,

Suherman³

2020

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Karakter akhlak dalam abad 21 dapat dibentuk dengan meningkatkan aspek pembelajaran yang tepat. Penelitian ini bertujuan untuk mengetahui perbandingan model Student Team Achievement Division (STAD) dan Problem Based Learning (PBL) terhadap pembentukan karakter akhlak siswa. Penelitian ini menggunakan metode Quasi-Eksperimen dengan desain posttest only control design. Penelitian ini menggunakan dua subjek kelompok dengan dua kelas eksperimen sebanyak 63 siswa. Data pengujian hipotesis uji-t 2 sampel tak berkolerasi diperoleh dengan soal essay berdasarkan indikator. Berdasarkan hasil penelitian diperoleh model pembelajaran STAD memiliki pengaruh yang lebih baik terhadap pembentukan karakter akhlak siswa dibandingkan dengan model pembelajaran PBL. Sehingga model STAD dapat dijadikan solusi pembelajaran abad 21.

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Section: Hasil Penelitianunclassified

Pembelajaran abad 21: Pengaruhnya terhadap pembentukan karakter akhlak melalui pembelajaran STAD dan PBL dalam kurikulum 2013

Yunianto¹,

Suyadi²,

Suherman³

2020

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“…Besides the term teacher subjective responsibility, authors also use the terms self-responsibility (Guskey, 1981), teacher's perceived personal responsibility (Matteuci & Kopp, 2013), or personal responsibility (Lauermann & Karabenick, 2011Daniels et al, 2017;Daniels, Poth, & Goegan, 2018;Eren & Çetin, 2018). Unlike the responsibility that is assigned, subjective responsibility is "a sense of internal obligation and commitment to produce or prevent designated outcomes or that these outcomes should have been produced or prevented" (Lauermann & Karabenick, 2011, p. 127).…”

Section: Teacher Subjective Responsibilitymentioning

confidence: 99%

Subjective Responsibility of Spanish University Teachers: A qualitative pilot study

Pečivová¹

2020

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Teacher subjective responsibility is a prominent component of teachers’ professional identity. It has a great impact on teachers’ attitudes to various aspects and ethical questions relating to their profession and thus influences their performance.Aims: The pilot study presented in this paper aimed to reveal the position of teacher subjective responsibility within the self-perceived identity of teachers and to find its relations to individual ingredients of teachers’ professional identity. The participants in our pilot study were four Spanish university teachers preparing future primary school teachers for their careers.Methods: To gain a deeper insight into the teachers’ perception of their subjective responsibility we opted for a qualitative design and conducted semi-structured interviews. Having chosen a phenomenological approach, we concentrated on the participants’ understanding of their subjective responsibility and its effects. We focused on the teachers’ self-perception and inquired about the path that had led them to their profession and also about their teaching experience, searching for links connecting these to their subjective responsibility.Results: The research results demonstrate that our participants do feel responsible for a number of issues and they also reveal a particularly strong connection between teacher subjective responsibility and their commitment. The inquiry also indicated that commitment, closely interconnected with subjective responsibility, comes with a price, affecting the personal lives of the participants.Conclusions: Although our preliminary findings are limited because of the small number of participants and the strategy of a single interview, we believe that we have taken the first steps to understanding teacher subjective responsibility regarding its position within the broader context of teachers’ professional identity.Keywords: teacher responsibility, teachers’ professional identity, university teachers, commitment, teachers’ professional ethics

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“…Higher levels of personal responsibility in general are beneficial for teachers’ emotions, optimism, and hopefulness (Eren, 2014). Despite positive associations with outcomes, researchers consistently find that practicing and pre‐service teachers report substantially lower levels of responsibility for student motivation than the other three domains (Berger, Girardet, & Aprea, 2013; Daniels, Dueck, & Goegan, 2020; Daniels, Radil, & Wagner, 2016; Daniels, Poth, & Goegan, 2018; Eren, 2014, 2015, 2017; Eren & Çetin, 2019; Lauermann & Karabenick, 2013).…”

Section: Introductionmentioning

confidence: 99%

Supporting pre‐service teachers’ motivation beliefs and approaches to instruction through an online intervention

Daniels

Goegan

Radil

et al. 2020

Brit J of Edu Psychol

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Background Previous research has shown that pre‐service teachers have low responsibility for student motivation and feel underprepared to deal with motivational issues. As an extension, researchers have designed interventions to shift teachers’ beliefs about motivation or equip them with approaches to instruction, but never both. Aims: Following best practices for motivation interventions, we created a one‐session online intervention and tested its efficacy to shift pre‐service teachers’ self‐reported beliefs and approaches to instruction to be more supportive of student motivation. The intervention included priming, materials designed for mindsets and/or for approaches to instruction, a consolidation activity, and take‐home materials. Sample A convenience sample of 384 pre‐service teachers from one Canadian university participated. Methods We embedded an experimental design into multiple sections of a required assessment course. After completing a pre‐test, participants were randomly assigned to one of four conditions: beliefs‐only, approaches‐only, combined beliefs and approaches, or control. After completing the online module, students received a lecture on assessment practices and motivation. Results The results from our MANCOVA showed that pre‐service teachers who participated in the beliefs‐only condition reported increased levels of responsibility for student motivation, more growth mindset beliefs, and less fixed mindset beliefs than participants in the other conditions. The approaches‐only condition did not influence self‐reported mastery or performance approaches to instruction and the combined condition had no effect on beliefs or approaches. Conclusions We discuss the implications for educating pre‐service teachers about student motivation and suggest that beliefs and approaches to instruction need to be addressed separately.

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Pre-service teachers’ beliefs about the teaching profession, curriculum orientations, and personal responsibility

Cited by 19 publications

References 43 publications

Pembelajaran abad 21: Pengaruhnya terhadap pembentukan karakter akhlak melalui pembelajaran STAD dan PBL dalam kurikulum 2013

Pembelajaran abad 21: Pengaruhnya terhadap pembentukan karakter akhlak melalui pembelajaran STAD dan PBL dalam kurikulum 2013

Subjective Responsibility of Spanish University Teachers: A qualitative pilot study

Supporting pre‐service teachers’ motivation beliefs and approaches to instruction through an online intervention

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