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
Publié: 27 Aug 2015
Vues: 4,728
Téléchargements: 988
Citations: 2 (Google Scholar)
Citations: 1 (OpenAlex)
Résumé: 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.
Mots-clés : initial teacher education, student teaching, primary teacher education, secondary teacher education
Citer cet 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/
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