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Leadership and Professional Identity in School Teacher Training in Spain (Catalonia)
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Iranzo-García, Pilar; Camarero-Figuerola, Marta; Tierno-García, Juana-María; Barrios-Arós, Charo – Journal of Education for Teaching: International Research and Pedagogy, 2020
A holistic distribution of leadership, where the entire community is committed both to learning and the organisation's development, is considered an important factor in educational success. Initial teacher education should contribute towards building teachers' identities as leaders (teacher-leaders). Our research examines how teaching competences…
Descriptors: Leadership, Professional Identity, Teacher Education, Foreign Countries
Examining Student Teachers' Engagement with the Theory-Practice Link in Initial Teacher Education
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Tang, Sylvia Y. F.; Wong, Angel K. Y.; Li, Dora D.Y.; Cheng, May M. H. – Journal of Education for Teaching: International Research and Pedagogy, 2019
The theory-practice debate has been a perennial issue in initial teacher education (ITE). By reporting a mixed-methods study in an ITE programme characterized by a university-based 'theory-first' approach in Hong Kong, this study offers useful empirical evidence to analyse the theory-practice issue. 346 student teachers of a BEd Programme…
Descriptors: Student Teachers, Preservice Teacher Education, Theory Practice Relationship, Foreign Countries
Student-Teachers' Strategies in Classroom Interaction in the Context of the Teaching Practicum
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Heikonen, Lauri; Toom, Auli; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina – Journal of Education for Teaching: International Research and Pedagogy, 2017
Strategies student-teachers employ in classroom interaction with pupils during teaching practice periods are surprisingly understudied, considering that the teaching practicum provides a central arena for student-teachers learning to become teachers. This study investigates the primary strategies student-teachers utilised in classroom interaction…
Descriptors: Student Teachers, Interaction, Practicums, Foreign Countries
The Contribution of Non-Formal Learning in Higher Education to Student Teachers' Professional Competence
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Tang, Sylvia Y. F.; Wong, Angel K. Y.; Li, Dora D. Y.; Cheng, May M. H. – Journal of Education for Teaching: International Research and Pedagogy, 2017
This article reports a mixed methods study on the contribution of various aspects of pre-service student teachers' learning in initial teacher education (ITE) to their professional competence in a Five-year Bachelor of Education Programme in Hong Kong. Special attention is given to how student teachers' non-formal learning in higher education…
Descriptors: Nonformal Education, Higher Education, Student Teachers, Mixed Methods Research
The Development of Student Teachers' Research Knowledge, Beliefs and Attitude
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van der Linden, Wietse; Bakx, Anouke; Ros, Anje; Beijaard, Douwe; van den Bergh, Linda – Journal of Education for Teaching: International Research and Pedagogy, 2015
This study reports on the development of second-year student teachers' knowledge of research, and the changes in their beliefs and attitude regarding research during an introductory course at an institute for primary teacher education. Questionnaires and concept maps were administered before and after the course. The results showed that student…
Descriptors: Student Teacher Attitudes, Student Teachers, Research Skills, Preservice Teacher Education
Student Teachers' Beliefs about Learning and Teaching and Their Participation in Career-Long Learning Activities
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de Vries, Siebrich; Jansen, Ellen P. W. A.; Helms-Lorenz, Michelle; van de Grift, Wim J. C. M. – Journal of Education for Teaching: International Research and Pedagogy, 2014
Career-long teacher learning is essential to the teaching profession because it is strongly connected with teacher quality and practices. Student teachers in the first stage of their career-long learning continuum, however, vary in the extent to which they participate in learning activities. This study explores the relationship between beliefs…
Descriptors: Student Teacher Attitudes, Structural Equation Models, Learning Activities, Student Teachers