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ERIC Number: EJ903333
Record Type: Journal
Publication Date: 2010-Nov
Pages: 14
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0261-9768
Perception of Teacher Education and Professional Identity among Novice Teachers
Ezer, Hanna; Gilat, Izhak; Sagee, Rachel
European Journal of Teacher Education, v33 n4 p391-404 Nov 2010
This study examines student teachers' perceptions of teacher education and its contribution to their professional life, when they become novice teachers during their internship period. The sample comprised 97 student teachers in their fourth year of studies for a BEd degree. Data were collected through questionnaires which included both a structured and an open-ended part, with regard to five aspects of the teaching profession and teacher education: motivation for teaching, conceptions of teaching-learning, roles of teachers, components of teacher education, and agents of training. Prominent among the findings regarding the motivational aspects of teaching, is a perception of the profession as granting intrinsic rewards. Teaching is perceived as according self-realisation, providing a sense of purpose and mission, and enabling lifelong development. The component perceived as most important to the teacher's role is delivering universal values. Findings regarding perception of learning-teaching processes reveal a preference for a constructivist approach. (Contains 3 tables.)
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 - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A