STUDENT TEACHERS LEARNING TO THINK, KNOW, FEEL AND ACT LIKE A TEACHER: THE IMPACT OF A MASTER OF TEACHING AND LEARNING PROGRAMME
Steven S. Sexton
Pages: 72-85
Published: 27 Aug 2015
Views: 3,349
Downloads: 866
Abstract: This study reports on how a new master’s degree level Initial Teacher Education (ITE) initiative in New Zealand impacted on student teachers (n = 26) sense of self-as-teacher. A mixed-methods approach examined how the programme’s design of realistic teacher education, reflexivity and learning to become adaptive experts challenged these student teachers’ sense of self-efficacy and concerns about teaching. Two survey instruments Teachers’ Sense of Efficacy Scales (Long Form) and Concerns About Teaching were used. Student teachers’ survey responses and student teacher initiated topics of concern were explored in weekly focus group sessions. Results indicate that the programme’s design provided the transformative experiences necessary for these student teachers to learn how to think, know, feel and act like a teacher.
Keywords: initial teacher education, student teaching, primary teacher education, secondary teacher education
Cite this article: Steven S. Sexton. STUDENT TEACHERS LEARNING TO THINK, KNOW, FEEL AND ACT LIKE A TEACHER: THE IMPACT OF A MASTER OF TEACHING AND LEARNING PROGRAMME. Journal of International Scientific Publications: Educational Alternatives 13, 72-85 (2015). https://www.scientific-publications.net/en/article/1000917/
Back to the contents of the volume
© 2025 The Author(s). This is an open access article distributed under the terms of the
Creative Commons Attribution License https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. This permission does not cover any third party copyrighted material which may appear in the work requested.
Disclaimer: The Publisher and/or the editor(s) are not responsible for the statements, opinions, and data contained in any published works. These are solely the views of the individual author(s) and contributor(s). The Publisher and/or the editor(s) disclaim any liability for injury to individuals or property arising from the ideas, methods, instructions, or products mentioned in the content.
