Search results for: Canrinus Esther T.
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Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. This study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates’ perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been working on constructing a coherent program over a period of 15 years do report significantly more coherence, yet, across the programs, there remains room for improvement regarding the coherence between field placement and campus courses. The authors conclude with the suggestion that potential improvement of program coherence lies within greater communication and collaboration between the various stakeholders within teacher education.
Updated: Feb. 10, 2020
The present study investigated which factors determine degree completion in a Dutch university-based teacher education programme. The authors assumed that both student characteristics and characteristics of the learning environment affected degree completion. Analyses showed that teaching ability was the most important motive for becoming a teacher; it was also found to be a negative predictor of degree completion.
Updated: Mar. 22, 2017
This study examines possible changes in 83 student teachers’ motives for becoming teachers, their professional commitment and their self-efficacy after a year of teacher education. Furthermore, the study addresses the extent to which these changes relate to student teachers’ perceptions of their learning environment. The findings revealed significant changes in their motives and self-efficacy regarding tasks within the classroom and throughout the broader school context.
Updated: Oct. 21, 2014
The article focuses on identifying which motives for becoming a teacher have a beneficial effect and which ones have a detrimental effect. A longitudinal study on the motivation for becoming a teacher investigated the importance that Dutch pre-service teachers ascribed to multiple motives. The article examined how these motives are related to the efforts, involvement and professional commitment to the teaching profession of the participants. The results were used to distinguish between adaptive motives and maladaptive motives for becoming a teacher. The findings revealed that the perceptions of teaching ability, intrinsic career values and making a social contribution were the most important motives for choosing the teaching profession. Choosing teaching as a fallback career or because of social influences were two motives that were found to be least important for the pre-service teachers.
Updated: Mar. 19, 2014