Relationships between Professional Self Perception and Commitment to Teaching

1978 ◽  
Vol 22 (1) ◽  
pp. 25-37
Author(s):  
Gerald R. Elsworth ◽  
Frank Coulter
Keyword(s):  
Student Teachers ◽  
Professional Socialization ◽  
Teaching Experience ◽  
Self Perception ◽  
Self Perceptions ◽  
Evaluative Study ◽  
Professional Self ◽  
Practicum Experiences ◽  
The Impact ◽  
Education Courses

As part of an evaluative study of the impact of the year in which initial classroom teaching experience occurs, a sample of 768 students in concurrent and consecutive teacher education courses responded to test-retest administrations of a set of professional self perception scales and a measure of commitment to teaching. Reliable individual changes over the eight month period of the study were observed on commitment and the seven dimensions of self perception measured, and the relationships between these two facets of variables were found to be stronger at posttest than at pretest. Additionally, significant concomitant changes in self perception and commitment occurred. The results suggest that professional self perceptions become more central to the commitment of student teachers during training and that self perception and commitment to teaching are dynamically interrelated. It is concluded that course and practicum experiences during the year of professional experience have a major impact on the two facets of professional socialization studied.

scholarly journals The Impact on Self Perception of Ego States of a Transactional Analysis Introductory Training Course (TA 101)

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
Traian Bossenmayer
Keyword(s):  
Transactional Analysis ◽  
Check List ◽  
Self Perception ◽  
Training Course ◽  
Adjective Check List ◽  
Self Perceptions ◽  
Ego States ◽  
Significant Change ◽  
The Impact

The research examines the effects of transactional analysis (TA) 101 training upon self perceptions of ego-state dynamics, using the model of ego states incorporated into the Adjective Check List (Gough & Heilbrun, 1980). Subjects completed the question-naires at the beginning and end of the training and one month later. The only statistically significant change was that Critical Parent decreased after the training and was still lowered one month later, although not as much. It was also found that gender was significant, but age was not.

“The edTPA took away from my student teaching experience”: The impact of the edTPA on student teaching experiences

2018 ◽  
Vol 20 (3) ◽  
pp. 309-312
Author(s):  
Minsun Shin
Keyword(s):  
Early Childhood ◽  
Performance Assessment ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Performance ◽  
Teaching Experience ◽  
Teaching Experiences ◽  
Teacher Performance Assessment ◽  
The Impact

This colloquium brings forward the “inside” voices of early childhood student teachers in order to critically examine the impact of the edTPA (Educative Teacher Performance Assessment) on student teaching experiences, especially the “educative” function that the edTPA claims.

scholarly journals Impact of the COVID-19 pandemic on student teachers: how the shift to online collaborative learning affects student teachers’ learning and future teaching in a Chinese context

2021 ◽  
Author(s):  
Man Lei ◽  
Jane Medwell
Keyword(s):  
Online Learning ◽  
Teacher Training ◽  
Collaborative Learning ◽  
Online Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Early Stage ◽  
Teaching Experience ◽  
Online Collaborative Learning ◽  
The Impact

AbstractIn March 2020, universities in China transitioned to online education in response to the COVID-19 pandemic and intensified the focus on collaboration in online learning. However, little is known about the impact of undertaking online collaborative learning (OCL) on student teachers’ views about the process and about their own teaching and learning. This qualitative study examined 18 student teachers’ views about their experience of OCL and the way it affected them as learners and future teachers. The participants reported that OCL helped them develop varied views of learning and had a positive effect on their views about the future use of OCL. They saw their personal experience of OCL as an important aspect of their development as teachers. These findings highlight ways that online learning can shape the views and professionalism of student teachers. Future teacher training programs can provide OCL as a teaching experience at an early stage to help transform student teachers’ self-understanding from that of a student to that of a teacher. The findings of this study further reveal that online collaborative teacher training offers student teachers an opportunity to collaborate, discuss, and reflect on their professional development as teachers. This encourages teacher educators to reconsider how new forms of practice and teaching theories can be woven together more effectively in post-COVID teacher training.

scholarly journals The dawn of assessment literacy

2018 ◽  
Vol 12 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Raili Hildén ◽  
Birgitta Fröjdendahl
Keyword(s):  
Student Teachers ◽  
Language Education ◽  
Literacy Skills ◽  
Assessment Literacy ◽  
Pedagogical Intervention ◽  
Attitudes And Practices ◽  
Progressive Development ◽  
Conceptions Of Assessment ◽  
Professional Self ◽  
The Impact

The paper addresses Finnish student teachers’ conceptions of assessment literacy in foreign languages. Student teachers’ assessment literacy (STAL) is a focal constituent of teacher cognition and can, according to prior research, be enhanced by principled instruction (DeLuca & Klinger, 2010; Volante & Fazio, 2007). STAL is suggested to imply knowledge, practice and ethical considerations. The nature and priorities of STAL are guided by local needs. Hence, topical issues in the Finnish language education were taken into account alongside general assessment theory. The research questions targeted firstly the emergent factorial structure of STAL, and secondly, the validity of a predetermined theory-driven model in alignment with official national priorities. The data were gathered on a web-based survey to 77 students prior to the lectures, and to 65 students after the lectures. The survey consisted of 75 statements about attitudes and practices related to various domains of assessment. Mainstream inferential statistics was used to compare the pre- and post-dataset. The componential structure of STAL attitudes remained more stable than the construct of practices across the study unit. The major dimension of both measurements was Acquired confidence in assessment of multiple aspects of language ability in the classroom. The envisaged or real practices underwent a substantial transformation towards a more learner-centered architecture highlighting flexibility and communication. Of the predetermined domains, working skills and professional self-esteem seemed to be most sensitive to a short-term pedagogical intervention. The tentative results pave the way for progressive development in raising the impact of teacher education for improved assessment literacy skills.

scholarly journals Overseas teaching experience and motivational currents: The case of EFL pre-service teachers in Indonesia

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
R. Rasman
Keyword(s):  
Student Teachers ◽  
Teacher Educators ◽  
Teaching Experience ◽  
Teaching Program ◽  
Structured Interviews ◽  
Language Teacher ◽  
Dynamic Relationship ◽  
Trace Back ◽  
Overseas Teaching ◽  
The Impact

Motivational currents have recently gained popularity in research on psychology of language learners and teachers. This study aims to find out whether an overseas teaching program can (1) create motivational currents among Indonesian pre-service teachers and (2) help them build a vivid vision of being a language teacher. This research used retrodictive qualitative modelling (RQM) under a complex dynamic system (CDS) approach to trace back the factors that enabled the motivational currents to occur. The data were collected from semi-structured interviews along with day-to-day diaries of six EFL pre-service teachers in Indonesia. The findings suggest that the overseas teaching program could create motivational currents of three participants while the rest did not experience such intense motivation. This study also finds that there is a dynamic relationship between self-system and motivational currents system. The impact of experiencing the motivational currents on the vision of being a language teacher varies from one participant to another. This study is of great importance especially for teacher educators wishing to design meaningful and effective professional development activities for their student teachers.

scholarly journals Factors Contributing to Teachers' Judgments about Students and Decisions about Grouping Students for Reading Instruction

1982 ◽  
Vol 14 (2) ◽  
pp. 127-140 ◽  
Author(s):  
Hilda Borko ◽  
Jerome Niles
Keyword(s):  
Student Teachers ◽  
Reading Instruction ◽  
Oral Reading ◽  
Classroom Behavior ◽  
Teaching Experience ◽  
Reading Groups ◽  
Five Dimensions ◽  
Grouping Students ◽  
Written Descriptions ◽  
The Impact

In a policy-capturing study of the planning of reading instruction, teachers and student teachers read descriptions of 32 hypothetical students who varied on five dimensions: standardized reading achievement score, self-correction of errors during oral reading, class participation, social competence, and classroom behavior. They judged each student's probable mastery of the reading curriculum and impact on classroom life, placed the students in three reading groups, and described the reading groups and strategies used to form these groups. While most participants used the academic cues in judging mastery and forming reading groups and the nonacademic cues in estimating impact on classroom life, decision policies differed with respect to the number of cues used and size of each cue's effect. Some variability in cue use was explained by teaching experience and conceptions of reading. For example, teachers' policies were more complex than those of student teachers for the mastery and grouping decisions. However, no differences were apparent for the impact judgment. Additional insight into differences in grouping strategies was provided by participants' written descriptions of reading groups and strategies used to form these groups.

scholarly journals Division I College Athletes’ Self-Perception: Investigating the Impact of Race and Discrimination

2021 ◽  
Vol 3 (3) ◽  
Author(s):  
Sean Strehlow ◽  
Sayvon Foster ◽  
Rhema Fuller ◽  
B. David Ridpath ◽  
Alison Fridley ◽  
...  
Keyword(s):  
Ncaa Division I ◽  
College Athletes ◽  
Division I ◽  
Positive Relationships ◽  
Self Perception ◽  
College Athlete ◽  
Self Perceptions ◽  
Self Worth ◽  
The Impact ◽  
White College

Self-perception is the level of competency at which individuals evaluate themselves in certain areas or domains (Marsh & Shavelson, 1985). An individual’s self-perceptions contribute to their global self-worth and even predicts performance (Cuellar, 2014; Harter & Neemann, 2012). This study measures self-perception scores, as well as experiences with racial discrimination, of 306 NCAA Division I college athletes using the Self-Perception Profile for College Students (Harter & Neemann, 2012). Scores are compared across race. Findings suggest that White college athletes have significantly higher self-perception scores than college athletes of color - with recent discrimination (within the last year) as a significant predictor of multiple areas of self-perception. The implications of this study suggest that faculty and other campus stakeholders should pursue positive relationships with the college athletes they encounter. Positive relationships between college athletes and faculty may help raise college athlete self-perceptions, and in turn, performance in a variety of areas.

“I feel like having a nervous breakdown”

2017 ◽  
Vol 3 (1) ◽  
pp. 109-135 ◽  
Author(s):  
Michael Burri ◽  
Amanda Baker ◽  
Honglin Chen
Keyword(s):  
Student Teachers ◽  
Teacher Educators ◽  
Teaching Experience ◽  
Structured Interviews ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Assessment Task ◽  
Native English Speaking Teachers ◽  
Nervous Breakdown ◽  
The Impact

Evidence on the impact of second language teacher education is inconclusive in the area of pronunciation pedagogy. This study explores how the cognition (knowledge, beliefs, thoughts, attitudes and perceptions) of 10 pre-service and five in-service teachers developed during a postgraduate course on pronunciation pedagogy. Questionnaire items, focus group meetings, semi-structured interviews, classroom observations and an assessment task were used to trace the development of participants’ beliefs and knowledge. Findings demonstrated that the development of the student teachers’ cognition was limited and the notion of integrating pronunciation into L2 lessons proved to be challenging for participants irrespective of their pronunciation teaching background. Also, while student teachers’ awareness about the benefits of kinesthetic/tactile teaching techniques increased, native English-speaking teachers without any pronunciation teaching experience appeared to be particularly susceptible to factors restricting cognition development. The paper concludes with a discussion about implications for language teacher educators preparing pronunciation instructors.

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