From initial teacher education through induction and beyond: a longitudinal study of primary teacher beliefs

Chróinín, Déirdre Ní; O’Sullivan, Mary

doi:10.1080/03323315.2014.984387

Cited by 24 publications

(12 citation statements)

References 33 publications

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“…And to what extent the beliefs of the PETE students could be influenced by early experience. We agree with Ní Chróinín and O'Sullivan 4 in the need to recover our beliefs, which are validated only by our personal experiences, and contrast them with the current perspectives in PE learning. Among these beliefs the equality of learning opportunities in physical education is one of essential reflection 5 .…”

Section: Introductionsupporting

confidence: 72%

The image of physical education teachers held by students from two universities

2020

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This study analyses the image that students of initial physical education teacher education (PETE) from two different universities (University of Alicante- UA, Spain, and Central University of Ecuador-UCE) have of physical education teachers. This qualitative and comparative study uses a metaphorical approach. Qualitative methodology was used to analyse the participating students metaphors in order to explore whether or not they suit the current learning and teaching perspectives in the field of Physical Education, and whether the images conveyed any differences between universities due to the influence of the context in the Physical Education teacher image and in gender stereotypes. A total of 190 students participated in the study (n= 105 men; n= 85 women). The software AQUAD 7 was used to process the data. The results showed that there were no obvious gender differences that keep women away from physical activity. As well as not excessive differences due to the different context of the participants.

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Section: Introductionsupporting

confidence: 72%

The image of physical education teachers held by students from two universities

2020

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“…While teacher beliefs have been a regular consideration in educational research, such examinations have largely focused on the particular situation or moment under consideration (e.g., Garmon, 2004Garmon, , 2005Jordan, Lindsay & Stanovich, 1997;Kagan, 1992;Pajares, 1993), the present study appears to be the first to query teacher perceptions in second language education in Canada over an extended period, and it appears that, with the exception of perhaps one another study in Ireland (Ní Chrónín & O'Sullivan, 2014), it is novel in its methodological design with its consideration of teacher beliefs over a sustained period of time. The Ní Chrónín and O'Sullivan (2014) study was largely concerned with how the pedagogical practices deployed within the teacher education program shaped the beliefs and perceptions of the teacher candidates, where the current study is more interested in seeing how beliefs about the best and worst FSL programming options for ELLs and students with LDs may or may not evolve as they gain experience in the classroom, given that teacher education has been identified as a weaker influence on belief systems than practical experiences (Borg, 2001).…”

Section: L'influence De L'expérience Sur Le Système De Croyances D'unmentioning

confidence: 79%

The Influence of Classroom Experience on Teacher Belief Systems: New French Second Language Teachers’ Beliefs About Program Options for English Language Learners and Students With Learning Difficulties

Arnett

Mady

2019

mje

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This longitudinal case study examines four new FSL teachers’ beliefs regarding the best and worst FSL program for English language learners and students with learning difficulties; the data are drawn from qualitative semi-structured interviews that occurred at the end of the participants’ Bachelor of Education program and near the end of each school year of their first three years of teaching. The case study considers how the teachers did or did not change their views as they gained experience in the classroom.

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“…In relation to the Education program, students of Primary Education reported higher importance to achievements and power than Early Childhood Education students. In this way, there are evidences that the educational program conducted determines largely teachers' beliefs and values as well as the development of attitudes and habits (Chroinin and O'Sullivan, 2014).…”

Section: Discussionmentioning

confidence: 99%

Spanish Teacher Education Students’ Values and Satisfaction with Life

Huertas‐Delgado

López-Quiñones

Mariscal

et al. 2020

IJEP

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The main purposes of this study were to describe teacher education students’ values and degree of satisfaction with life, to analyze whether any differences by educational program, gender or living standard and to analyze the association between values and satisfaction with life. A total of 565 students of teacher degree programs (girls 415 (73.5%)) answered a self-administered questionnaire composed by two validates scales about their values (Portrait Values Questionnaire (PVQ) and satisfaction with life (Satisfaction with Life Scale)). The results showed that the most important values were self-direction, benevolence and hedonism, while the least important values were power, tradition and achievements. Females reported higher importance for benevolence, universalism, self-direction, stimulation, hedonism and security. Males reported higher importance for power. Students who live with family reported also more high values for power. Concerning satisfaction with life, it was associated to higher values of power. Current intervention programs have focused different approaches by gender and living standard. Programs focus on increasing satisfaction with life should consider the values structure of students.

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From initial teacher education through induction and beyond: a longitudinal study of primary teacher beliefs

Cited by 24 publications

References 33 publications

The image of physical education teachers held by students from two universities

The image of physical education teachers held by students from two universities

The Influence of Classroom Experience on Teacher Belief Systems: New French Second Language Teachers’ Beliefs About Program Options for English Language Learners and Students With Learning Difficulties

Spanish Teacher Education Students’ Values and Satisfaction with Life

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