Pre-service teachers' performance from teachers' perspective and vice versa: behaviors, attitudes and other associated variables

Abstract

In a rapidly changing world, the mission of education deserves some reflection. Mutual understanding and assessment between trainers and trainees offers a way to promote discussion concerning goals, values, and strategies that should be promoted at schools. This study offers the views of 153 pre-service teachers and their respective trainers during their practicum. We aimed to determine if an association exists between the scores of pre-service teachers and teachers regarding behaviors and attitudes shown by the first. We also want to analyze the extent to which pre-service teachers rate the importance of different educational strategies as well as the extent to which teachers use these strategies in their daily work. We also aim to determine to what extent self-rated behaviors and attitudes of pre-service teachers are associated to their ratings on importance and utilization of different educational strategies. Two questionnaires were utilized to gather the data. Results revealed higher scores on self-evaluation than others' evaluations; utilization of diverse educational strategies was associated to evaluations on pre-service students' responsibility, ability to detect and meet students' needs, and final grade in practicum. Association between pre-service teachers' self-evaluation and evaluation on the importance of different educational strategies revealed large associations between climate for the expression of ideas, teaching methodology, and the importance given to using language appropriate to the level of the students. Average ratings on importance and utilization of different teaching strategies resulted in high scores, with utilization of teaching methodologies obtaining the lowest scores. Gender resulted in significant differences on importance, with women scoring higher than men. Importance scores were significantly higher than utilization scores. High associations were found between self-and others' evaluations on values related to compliance with rules, as well as on behaviors associated to maintain order and discipline in the classroom. Differences in views of teaching, importance, and utilization of different teaching strategies should be debated in order to advance our understanding of effectiveness of educational practices.

Sentrale områder i praksisopplæringen for lærerstudenters profesjonelle utvikling – en systematisk forskningsgjennomgang (2005–2020)

“…Samtaler med praksislaereren kan bidra til at studentene forstår at de ikke er alene om å ha frustrasjoner knyttet til laereryrket (Meijer et al, 2011). Erfaringer med klasseledelse og ulike undervisningsstrategier bidrar til å effektivisere laererstudentenes undervisning og gjør dem mer bevisst på og i stand til å ta hensyn til elevenes behov (Castaño et al, 2015;Hildenbrand & Arndt, 2016). Kvaliteten på studentenes undervisningsferdigheter synes ut over dette å vaere påvirket av klassestørrelse og delvis av laererstudentens kjønn: «[…] The quality of teaching behaviour of pre-service teachers is below that of experienced teachers.…”

“…Det synes videre å vaere en positiv sammenheng mellom studenters oppnådde resultater i teoriopplaeringen og deres oppfatning av muligheter for å påvirke sine egne praksiserfaringer (Gleeson et al, 2015). Internasjonal praksisutplassering (Parr & Chan, 2015;Tambyah, 2019), erfaringer med ulike undervisningsstrategier (Castaño et al, 2015), tilrettelegging for refleksiv tenkning (Toom et al, 2015) og søkelys på positive hendelser i praksis (Allas et al, 2020) kan bidra til sterkere og tydeligere sammenheng mellom teori og praksis. Tydeligere rolle-og ansvarsfordeling innad i laererutdanningen kan også styrke sammenhengene (Allen & Wright, 2013;Smith, 2007).…”

“…Erfaring med klasseledelse og ulike undervisningsstrategier viser seg å vaere positive nøkkelerfaringer for laererstudenters profesjonelle utvikling (se f.eks. Castaño et al, 2015;Hildenbrand & Arndt, 2016). Slike områder blir også fremhevet i de nasjonale styringsdokumentene, hvor det står at studenter skal utvikle «brei kompetanse om laererarbeidet, klasselaereledelse, kontaktlaererrollen, eleven og elevmangfoldet» og laere å «bruke varierte undervisningsmetoder» i praksis (UHR-laererutdanning, 2018a, 2018b, s. 14).…”

Development and Validation of Semantic Differential Scale to Assess Teachers Belief Towards Socially Disadvantaged Students

“…It is along these lines rational that at present in the applied field there is a developing pattern of the emphasis on conversations in the field of the teaching call as one of the fundamental factors that can be affected and influenced. Attitudes are nothing but a theoretical set of cognitive, affective and connotative behavioral components (Aiello et al, 2019;Castaño et al, 2015). They can be considered mediators between a stimulus from the environment and behavioral responses.…”

Piloting Teacher Education Practicum Partnerships: Teaching Alliances for Professional Practice (TAPP)

“…For students, this dissonance manifests in their university promoted -but not necessarily practised -contemporary theoretical constructivist views of education confronting traditionally organised classrooms where compliance to established transmission teaching is more likely to yield a successful grading from CT few, if any, of whom have mentoring expertise (Castano, Poy, Tomsa, Flores, & Jenaro, 2015;Korthagen, Loughran, & Russell, 2006). Also, there is the clear distinction in some cases between what are considered theoretical university and practical classroom learning requirements, accentuated by the extraction of practicum from within teaching units in some courses (Allen, Ambrosetti, & Turner, 2013;Darling-Hammond, 2010;Keogh, Dole, & Hudson, 2006;Korthagen, Loughran, & Russell, 2006).…”