NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1095497
Record Type: Journal
Publication Date: 2016
Pages: 25
Abstractor: As Provided
Reference Count: 92
ISBN: N/A
ISSN: ISSN-0022-0973
Concordance between Preservice Teachers' Personal Responsibilities and Intended Instructional Practices
Daniels, Lia M.; Radil, Amanda; Wagner, Amanda K.
Journal of Experimental Education, v84 n3 p529-553 2016
During their education, preservice teachers begin to assume professional responsibilities and gain pedagogical knowledge. However, the question remains whether preservice teachers intend to use instructional practices that are effective in meeting their assumed responsibilities. Thus, we examined the concordance between preservice teachers' responsibilities and their intended instructional practices. At the start of the semester there was no concordance. At the end of the semester there was high concordance in two instances: Responsibility for student motivation negatively predicted performance goal-oriented practices; responsibility for teaching positively predicted rationales and negatively predicted extrinsic rewards. Instructional practices associated with responsibility for achievement and motivation were not concordant. We discuss how preservice teachers understand these responsibilities and their readiness to adopt evidence-based practices.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Patterns of Adaptive Learning Survey