Search results for: Mansfield Caroline F.
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“In LANTITE, No One Can Hear You Scream!” Student Voices of High-Stakes Testing in Teacher Education
This article investigates pre-service teachers’ experiences of undertaking Literacy and Numeracy Test for Initial Teacher Educators (LANTITE), a high-stakes literacy and numeracy test for initial teacher education students. In this mixed methods study, 189 initial teacher education students from 28 Australian universities participated in an online questionnaire, with 27 students going on to take part in semi-structured telephone interviews. Indicative findings give voice to those most impacted by the implementation of LANTITE in 2017, revealing student concerns about the processing and return of results, and test anxiety. This study provides a unique insight into the experiences of completing this high-stakes test.
Updated: Sep. 24, 2021
Impact of Structured Group Activities on Pre-service Teachers’ Beliefs about Classroom Motivation: An Exploratory Study
The purpose of this study was to examine the value of providing pre-service teachers with opportunities to examine, justify and challenge their beliefs about classroom motivation in interaction with peers. Results showed participation in this study influenced pre-service teacher beliefs. Specifically, participants’ beliefs about classroom motivation shifted from a sole emphasis on individual cognitions to acknowledging also the importance of educational practices. The major change over time, however, was the consolidation of pre-service teachers’ motivational beliefs.
Updated: Jun. 08, 2016
The current article examines the developing beliefs about classroom motivation of preservice teachers. The findings emphasize several issues: the importance of filtering prior beliefs, alignment and conflict of ideas, significance of self-motivating factors and power of emotions in developing beliefs about classroom motivation.
Updated: Apr. 04, 2011