2016
DOI: 10.1080/2331186x.2016.1242458
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Early career teachers’ beliefs about their preparedness to teach: Implications for the professional development of teachers working with gifted and twice-exceptional students

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Cited by 33 publications
(34 citation statements)
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“…The study conducted by Nolan and Molla (2018) on learning of professional teacher through distress pedagogy proves that in learning of professional teacher, its process must be notified by distress pedagogy because of the relationship among the professional teachers' character, experiences, and acts of deliberation. Additionally, Rowan and Townend (2016) on teachers' beliefs in their early career about their preparations to teach report a result based on a large-scale, mixed-method Australian study project investigating 971 graduates who prepared themselves in meeting a variety of students' needs. This study used a unique data set to identify three key subjects when new teachers felt not ready yet: teaching students with various abilities, encouraging disability students, and communicating the problem appeared to parents.…”
Section: Introductionmentioning
confidence: 99%
“…The study conducted by Nolan and Molla (2018) on learning of professional teacher through distress pedagogy proves that in learning of professional teacher, its process must be notified by distress pedagogy because of the relationship among the professional teachers' character, experiences, and acts of deliberation. Additionally, Rowan and Townend (2016) on teachers' beliefs in their early career about their preparations to teach report a result based on a large-scale, mixed-method Australian study project investigating 971 graduates who prepared themselves in meeting a variety of students' needs. This study used a unique data set to identify three key subjects when new teachers felt not ready yet: teaching students with various abilities, encouraging disability students, and communicating the problem appeared to parents.…”
Section: Introductionmentioning
confidence: 99%
“…In our study, organizational and pedagogical conditions reflect the totality of measures aimed at improving the training of teachers for working with gifted students. The organizational and pedagogical conditions for preparing teachers for work with gifted students were determined with the analysis of the scientific literature on teacher education both domestic (Igropulo, Semina, Sorokopud, & Shapovalov, 2013;Igropulo, Magomedov, & Romaeva, 2018;Vezirov, Borozinets, & Sorokopud, 2013 ) and foreign authors (Edinger, 2017;Hertzog, 2017;Kettler, Oveross, & Bishop, 2017;Rowan & Townend, 2016). First of all, it should be noted the importance of organizational and methodological events, which includes the creation of a database of teachers who have trained schoolchildren -winners and prize-winners of Olympiads; the creation and operation of the "Preparing for the Olympiads" section on the https://doi.…”
Section: Resultsmentioning
confidence: 99%
“…Este sistema es uno de carácter multifacético que incluye concepciones, actitudes, creencia, o teorías subjetivas (Pajares, 1992;Preckel, Baudson, Krolak-Schwerdt, & Glock, 2015;Richardson, 1996). A través de esas creencias, los educadores aprenden a interpretar la información que nutre sus procesos de enseñanza y alimenta sus prácticas educativas (Pajares, 1992;Rowan & Townend, 2016). De esta manera, explicitar cuál es la responsabilidad personal que los educadores le asignan a su labor profesional permitiría mejorar su proceso de enseñanza y sus prácticas de instrucción (Lemon & Garvis, 2016;Matheis, Kronborg, Schmitt, & Preckel, 2017;Matteucci et al, 2017;Subban & Mahlo, 2017).…”
Section: Las Creencias De Los Docentes Sobre Responsabilidadunclassified