Search results for: Turner Jeannine E.
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A Typological Approach to Investigate the Teaching Career Decision: Motivations and Beliefs about Teaching of Prospective Teacher Candidates
In this study, the authors examined three typologies of teachers about motivations and beliefs. The participants were prospective teachers enrolled in a teacher education program in the U.S. The authors utilized cluster analysis to identify typologies of the prospective teachers based upon their self-report motivations for teaching.
Updated: Sep. 27, 2012
To Be Or Not To Be… A Teacher? Exploring Levels of Commitment Related to Perceptions of Teaching among Students Enrolled in a Teacher Education Program
This study investigated preservice teachers' understanding of their goal of becoming teachers and their motivation for teaching. Participants were undergraduate students enrolled in a teacher education program at a major university in the southeast. Overall, findings from this study revealed that preservice teachers' understanding of their goal of becoming teachers and interpretations of their motivation for teaching were unique, yet the types of influences on their career choices were similar across participants' stories.
Updated: Feb. 21, 2010
Degree of Alignment between Beginning Teachers' Practices and Beliefs about Effective Classroom Practices
The goal of the current study was to explore the alignment of beginning teachers' beliefs and practices, in comparison to an experienced, exemplary teacher. To further explore relationships between teachers' beliefs and practices, the authors also explored aspects that might help beginning teachers become more effective. Participants included six beginning primary school teachers and one experienced teacher. Teacher beliefs, classroom practices, and student engagement data were coded from theory-driven and data-driven perspectives.
Updated: Jul. 21, 2009