Preservice Teachers (511 items)To section archive
In this study, the authors present and evaluate a way to profile second career teachers (SCTs) in technical and vocational education and training schools (TVET schools) that goes beyond the traditional motivational approach. More specifically, by considering multiple entry-related variables (entry motivation, career adaptability, and prior job satisfaction). Analyses based on a mixed methods design (262 prospective and in-service second career teachers for the latent profile analysis and 7 in-service teachers for the multiple case study) revealed three profiles with their own specific characteristics and predicting different levels of sense of efficacy for teaching. This study confirms the heterogeneity of the population of second career teachers and invites reflection on the implications for their entry into teaching.
Updated: Sep. 09, 2021
Prior research on teenage interest in teaching careers hinges on the assumption that many adolescents, who expect to become teachers, realise their plans in adulthood. However, little is currently known about whether this is the case for recent youth cohorts. This issue is explored here using the nationally representative data from the Australian PISA 2006 cohort who participated, between 2006 and 2016, in the Longitudinal Survey of Australian Youth. The findings indicate that two-thirds of teenage students who wanted to become teachers abandoned their plans before turning 23. The implications for policy and future research are also discussed.
Updated: Sep. 02, 2021
This inaugural Saudi Arabian-based (SA) study explored how social media images and cartoons can influence the professional identity of pre-service teachers (PSTs) measured by their reflections on self-selected images of teachers and teaching in Saudi media. PSTs (n = 30) were enrolled in a teacher education program in a faculty of education in a public university in the Eastern province of SA (convenience sampling). Findings from thematically analyzing 30 reflective assignments, nine semi-structured interviews, and a focus group (n = 9) revealed four themes: (a) a pervasive negative stereotype; (b) violence associated with male teachers and students; (c) criticism of the education and administrative system; and (d) suggestions of eroding teacher authority. Findings affirm the imperative that teacher education programs intentionally sensitize PSTs to the benefits of critically deconstructing media images. This will help stave off negative connotations of teachers and make teaching become part of future teachers’ professional identities and the SA collective memory.
Updated: Aug. 03, 2021
This study aims to find out the most important professional skill needs for prospective teachers, and whether they have a common view on their professional skill needs. Participants of the study were 36 prospective teachers at a university in the Cappadocia region of Turkey. The data were collected through 36 Q sentences. The results obtained in this study reveal the needs of prospective teachers to develop their professional skills in assessment and evaluation. Also, it was determined in the study that the prospective teachers need to improve themselves the most for the education of students with special needs. Based on the results of this research, assessment-evaluation, teaching technologies and especially special education should be given priority in teacher education programs. Further studies could concentrate on more specific professional skill needs of prospective teachers in the context of these issues.
Updated: Aug. 01, 2021