Diary-based strategy assessment and its relationship to performance in a group of trainee teachers

Gilar, Raquel; Ruiz, María de los Ángeles Martínez; Costa, Juan Luís Castejón

doi:10.1016/j.tate.2006.07.012

Cited by 13 publications

(8 citation statements)

References 26 publications

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“…Studies that have been conducted with university students show that they do not possess the competencies required by businesses for successful job market integration; employers demand more competencies than those exhibited by graduates (Proyecto Reflex ANECA Agencia Nacional de Evaluación de la Calidad y Acreditación, 2007;Pertegal-Felices, Jimeno-Morenilla & Sánchez-Romero, 2011). With regard to students seeking educational degrees, studies show that they lack sufficient skill in controlling their emotions, working in teams, managing other people, and adapting to continuous changes (Gilar, Martinez-Ruiz & Castejon, 2007;Pertegal-Felices, Jimeno-Morenilla & Sánchez-Romero, 2011;Pertegal-Felices, Castejón-Costa, & Jimeno-Morenilla, 2014).…”

Section: Introductionmentioning

confidence: 99%

Emotional intelligence training intervention among trainee teachers: a quasi-experimental study

Corbí

Pertegal-Felices

Sánchez

2018

Psicol. Refl. Crít.

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Background: Emotional intelligence (EI) has often been linked to improvements in professional performance. Indeed, generic competencies related to EI have been included in university curricula. However, learning EI involves significant time and effort on the part of students, and this may hinder the acquisition of specific content for each degree. In this study, an intervention to develop EI in higher education students is described and evaluated. Methods:The intervention consisted of eight group sessions performed in a regular course aiming to increase EI. The sessions included strategies and training on perceiving and understanding one's own emotions and others' emotions, identifying and understanding the impact one's own feelings in adopting decisions, expressing one's own emotions and the stress experienced, and managing both one's own emotions and emotions of others. Participants were 192 students studying for a Master of Primary Education degree. A quasi-experimental nonequivalent control group pretest-posttest design was adopted. The effectiveness of the intervention was evaluated using multi-level analyses. Results:The results showed a significant improvement in the EI of students in the experimental group compared with the control group.Conclusions: This research demonstrates that it is possible to develop EI in higher education students, without hindering the acquisition of specific content competencies and, therefore, without interfering with their academic performance and without overburdening students with work outside the classroom.Trial registration: The experiment has been registered in the Initial Deposit of the Spanish Center for Sociological Research (CIS). 7/6/2015.

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Section: Introductionmentioning

confidence: 99%

Emotional intelligence training intervention among trainee teachers: a quasi-experimental study

Corbí

Pertegal-Felices

Sánchez

2018

Psicol. Refl. Crít.

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“…Personal diaries have been employed as a research tool in previous studies (Maskit, 2013;Gilar, Maria de los Angeles, & Castejón, 2007;Stoughton, 2007) in which reflective discussion in writing serves as a channel of investigation into the lives of beginning teachers. Moreover, as indicate before, keeping the diary makes it possible to develop critical attitudes; to describe teachers' practical experiences (Maskit & Dickman, 2006;Gilar et al, 2007;Kitching, Morgan, & O'Leary, 2009;Leavy, McSorley, & Boté, 2007;Leshem & Trafford, 2006); and to attain a bright look at events (Connelly & Clandinin, 1988), while developing a critical thinking.…”

Section: Data Collectionmentioning

confidence: 99%

Teaching’s Characteristics: Novices Talk about Teaching

Maskit¹

2014

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The purpose of this study is to explore common themes emerging from lived experiences of novices' teachers regarding the main characteristics of the teaching profession as they surface from their personal diaries kept in the first year of their work. Findings from the diaries indicate that teaching was described, as an experiential profession and unique for each teacher. Other characteristics are direct towards the contextually of the profession, its complexity and its pluralism. Relating to these teaching' characteristics before the induction phase, during the clinical training may reduce the induction' shock, and even reduce novices' dropout from teaching.

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“…Their reflections recorded the experiences of the processes they underwent during this year. Personal diaries have been employed as a research tool in previous studies to inquire into the lives of interns through their reflective writing (Gilar, Maria de los Angeles & Castejón, 2007;Stoughton, 2007) and have been used to describe the practical experiences of students, novice teachers and teachers in general (Clark & Lampert, 1990;Duckworth, 1977;Francis, 1995;Gilar, et al, 2007;Kitching, Morgan, & O'Leary, 2009;Leavy, McSorley, & Boté, 2007;Leshem & Trafford, 2006;Maskit & Yaffa, 2010;Sykes & Bird, 1992). Keeping a diary and recording reflections on their experiences makes it possible for narrators to develop a critical attitude and to take a second look at events (Connelly & Clandinin, 1988;Connelly et al, 1997;Handal & Lauvas, 1987) and to develop critical thinking.…”

Section: Data Collectionmentioning

confidence: 99%

First Months in Teaching—Novices Relate to Their Difficulties

Maskit¹

2013

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The study aimed to identify the main hardships and challenges encountered by teaching interns and the ways in which they cope with these difficulties, as they emerged from personal diaries that the interns kept in the first year of teaching. Findings from the diaries identified the following main categories of hardship on entering the profession: 1) difficulties in the personal dimension, including difficulties involved in navigating between private and professional lives; 2) difficulties in the personal-professional dimension relating to the transition from the status of student to the status of internship; 3) difficulties in the inter-personal dimension including communication with colleagues and parents and a sense of isolation; 4) difficulties in the professional dimension including coping with the complexity of teaching, handling a class and burdensome workloads. The findings also relate to coping strategies employed by the interns to cope with these difficulties. Early pre-service teaching including exposure to the difficulties involved in teaching may facilitate initial work experiences, lessen the shock of the first plunge into the classroom and reduce the phenomenon of early dropout from the profession.

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Diary-based strategy assessment and its relationship to performance in a group of trainee teachers

Cited by 13 publications

References 26 publications

Emotional intelligence training intervention among trainee teachers: a quasi-experimental study

Emotional intelligence training intervention among trainee teachers: a quasi-experimental study

Teaching’s Characteristics: Novices Talk about Teaching

First Months in Teaching—Novices Relate to Their Difficulties

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