Search results for: Student attitudes

This study is the second from a longitudinal project examining students' motivation for teaching. This study examines motivation at the end of the course among the students who entering the Postgraduate Certificate in Education (PGCE) course at four universities in Norway. The study also reports on their experiences with teacher education in relation to motivation. The results indicate stability in motivation among the prospective teachers. Moreover, the PGCE course fulfils the students' expectations in various degrees.

This article describes the process for change undertaken by one early childhood teacher preparation program. While the changes were spurred in part by increasing emphases on standards and assessment systems, faculty noted concerns with how this framed the program and with how students negotiated learning in this system.

The main purpose of the study was to evaluate the quality of BEd programme with regard to the internal efficiency of Government Colleges for Elementary Teachers. The study was conducted on a random sample of 600 BEd students in Punjab province. The findings revealed that BEd programme was effective in terms of updating student teachers' knowledge and skills.

This study investigates the short-term evolutions in student teachers’ perception of their professional identity and the effect of teacher education ‘milestones’ on this perception. The study was carried out in the context of a three-year teaching programme in Belgium for lower secondary education teachers. Questionnaires were filled out by first-year, second-year and third-year students from two colleges. The questionnaire included four scales: commitment to teaching, professional orientation, task orientation and self-efficacy. In the first five months of the first-year course, a shift in students’ task orientation was observed: students developed a more pupil-oriented approach in teaching. Another shift occurred after workplace experience.