NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ719142
Record Type: Journal
Publication Date: 2004-Oct
Pages: 20
Abstractor: Author
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0261-9768
Starting Points: Student Teachers' Reasons for Becoming Teachers and Their Preconceptions of What This Will Mean
Younger, Mike; Brindley, Sue; Pedder, David; Hagger, Hazel
European Journal of Teacher Education, v27 n3 p245-264 Oct 2004
This article focuses upon the developing professionalism and emergent thinking of 36 secondary trainee teachers, in terms of their motivation to teach, their early beliefs about teaching and the teaching-learning process and their views of themselves as trainee teachers. It analyses their perspectives on how they expect to learn to become teachers and how these perspectives match with their early experiences on their training courses. Discussion of these starting points of beginning teachers reveals some understanding of models of outstanding classroom practice, but equally a relatively unsophisticated analysis of the essential characteristics of this practice. The challenge for teacher educators is to frame courses in such a way that beginning teachers are provided with the contexts and the methodologies whereby they can reflect upon their own preconceptions and refine their own understandings as to how they themselves learn as teachers, to enable them to facilitate the learning of pupils and to fulfil their own clearly articulated aspirations to become quality teachers.
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Praxis Series