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Direct linkBahçivan, Eralp; Aydin, Yasin – Action in Teacher Education, 2020
This study was conducted to explore a comprehensive belief system model of pre-service science teachers' (PSTs') beliefs and to examine the reasons why and how these beliefs are in/consistent with each other. A sequential explanatory research design guided the study, with a quantitative approach being followed by a qualitative one. Participating…
Descriptors: Preservice Teachers, Science Teachers, Beliefs, Student Experience
Shi, Qingmin; Zhang, Shaoan; Lin, Emily – Action in Teacher Education, 2014
Drawing on large-scale international teachers' data from Hungary, Korea, Norway, and Turkey in the Teaching and Learning International Survey in 2008 assessment, this study examined the relationships between new teachers' beliefs about instruction (direct transmission and constructivist beliefs) and teaching practices (structured, student…
Descriptors: Foreign Countries, Beginning Teachers, Teacher Attitudes, Teaching Methods
Ogan-Bekiroglu, Feral – Action in Teacher Education, 2014
Although proponents support portfolios' value to enhance the reflective thinking of novice teachers and imply that such thinking improves teachers' practice, few studies have confirmed these assertions by directly measuring in-depth reflection or describing conditions that develop it. In this study, reflective thinking in preservice teachers'…
Descriptors: Preservice Teachers, Portfolios (Background Materials), Teacher Attitudes, Reflection
Peer reviewedKaragozoglu, Galip – Action in Teacher Education, 1991
Describes teacher training practices, problems, and reforms in the Turkish educational system. Because three different types of institutions, each with its own preparation policies and practices, contribute personnel to the educational system, Turkey faces problems in the training, recruitment, employment, and professional development of its…
Descriptors: Change Strategies, Developing Nations, Educational Change, Educational Quality
