Experience in Teaching Practice of Pre-service Teachers: Analysis of Written Reflections

Rauduvaitė, Asta; Lasauskienė, Jolanta; Barkauskaitė, Marijona

doi:10.1016/j.sbspro.2015.04.526

Cited by 20 publications

(16 citation statements)

References 8 publications

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“…Gökalp (2016) also discovered a significant and positive correlation between pre-service teachers' competencies regarding teaching and the sub-dimensions researched here. Teaching is accepted as one of the most crucial processes in the world (Rauduvaita, Lasauskiene & Barkauskaite, 2015). Teacher candidates should, therefore, be prepared and competent for their future career.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Pre-Service Teachers’ Perceptions of their Competency for the Teaching Profession

Balyer¹

2017

Cumhuriyet International Journal of Education

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The main purpose of this research was to discover pre-service teachers' perceptions of their competence and their readiness for the teaching profession. The research employed a survey method, and the sample consisted of 993 pre-service teachers. The data were collected through the Pre-Service Teachers' Competency Scale (PTCS) adapted by the researcher based on Foster's research called "INTASC Standards for Beginning Teachers (2001)". The responses were indicated on a 5-point Likert scale and the Cronbach Alpha coefficient was .96 and the weighted arithmetic means and the standard deviation were also calculated. The one-way variance analysis (ANOVA) was implemented to determine if there is a significant difference in terms of gender and department. The oneway multivariate variance analysis (MANOVA) was also applied to assess differences between the independent groups. Results revealed that the pre-service teachers perceived themselves competent and ready for their career. When the participants' perceptions are considered, there was a significant difference in departments, while there was not significant difference in terms of gender. It is suggested that the authorities of the Higher Education Council (YÖK) and the Ministry of National Education (MoNE) work collaboratively to make the teacher training system better to catch up with the latest developments.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Pre-Service Teachers’ Perceptions of their Competency for the Teaching Profession

Balyer¹

2017

Cumhuriyet International Journal of Education

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“…Scharff and colleagues (2017) highlighted the value of thinking about learning and using reflexive writing to facilitate adult learning. Others have also used reflective writing as a means to explore the experience of participants in applying their knowledge (Hoover, 1994;Rauduvaitė et al, 2015).…”

Section: Reflectionmentioning

confidence: 99%

Qualitative Analysis of Occupational Therapists’ Reflective Notes on Practicing Their Skills in Building and Maintaining Therapeutic Relationships

Yazdani

Stringer

Nobakht³

et al. 2020

JOTE

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“…It begins as a learner in school, before registration for a teaching qualification and ends, after a period of study, in certification. Personal and professional learning in pre-service years as a key goal of teacher education and reflection is an important element of Teacher Learning (Rauduvaita et al, 2015).…”

Section: Framing the Journeymentioning

confidence: 99%

Visual participatory methodology as a prompt for agentic creativity: Revealing views and visions of a teacher learning journey

Childs

2020

Journal of Education

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By using activities such as visual participatory methodologies, pre-service teachers and university staff members are able to explore and extend their ideas of what it means to be a teacher. In this research project, I sought to prompt a visual dialogue between students and staff. The distance provided when using creative enquiry procedures such as photo-voice, collage, and drawing allows participants, as members of a teaching community, to detach from their assumptions and view themselves, knowledge, and meaning making in more subtle ways. The aim of this creative participatory study was to explore dialogic engagement concerning the learning-to-teach journey of Bachelor of Education (B Ed) students at a South African university. The visual-based interaction of student teachers and staff is revealed, and the movements towards the goal of teacherness laid bare. I make an argument for the use of visual and creative approaches as a means of collaboratively bridging complicated and difficult territory, moving beyond boundaries to spaces of creative action. An account of the potential of artful portrayals as both disruptive and coalescing devices is a key contribution of this enquiry.

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Experience in Teaching Practice of Pre-service Teachers: Analysis of Written Reflections

Cited by 20 publications

References 8 publications

Pre-Service Teachers’ Perceptions of their Competency for the Teaching Profession

Pre-Service Teachers’ Perceptions of their Competency for the Teaching Profession

Qualitative Analysis of Occupational Therapists’ Reflective Notes on Practicing Their Skills in Building and Maintaining Therapeutic Relationships

Visual participatory methodology as a prompt for agentic creativity: Revealing views and visions of a teacher learning journey

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