How can i be a Better Teacher? Development of Finnish Adult Pre- service Teachers’ Pedagogical Thinking

Valli, Päivi; Perkkilä, Päivi; Valli, Riccardo

doi:10.1016/j.sbspro.2013.12.146

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…Several studies were conducted that focused on the issues of preservice teachers in general, such as: preservice teachers' knowledge and competence (Alkharusi, 2011;Nordin, Davis, Arifin, 2013;Valli, Perkkila, Valli, 2013;Walton & Rusznyak, 2013;Masari & Petrovici, 2014), Preservice teachers' perception or attitude toward teacher program and teaching profession (Mule, 2006;Bhargava & Pathy, 2014;Moen, 2014), and preservice teachers' self-concept, and their teaching practice (Tattersall, 1979;Perger, 2001;Guive, 2004;Tabassum, 2014;Adodo, 2012;Davies, 2013;Kumazawa, 2013;Sun & Es, 2015). Those studies highlighted the significance of developing the quality of teacher education and the competence of prospective teachers.…”

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confidence: 99%

Self-concept of EFL Pre-service Teachers: A Reflection from a Teacher Practicum in Indonesia Context

Rachmawati

2017

jels Untirta

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This study is intended to determine the self-concept of English Foreign Language (EFL) Pre-service Teachers. The self-concept used in this study was adapted from the selfconcept of Burns, (1982) and the Teachers' Competence of Indonesia Government Regulation no. 19 article 28 (2005). The self-concept is divided into three aspects: academic self-concept, which is comprised of pedagogic and professional selfconcept, social self-concept, and emotional self-concept. The data was collected through the five Likert-scale of closed-ended questionnaire. The questionnaire contains thirty items which represent the aspects of self-concept. The questionnaire was distributed to fifty participants of a pre

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confidence: 99%

Self-concept of EFL Pre-service Teachers: A Reflection from a Teacher Practicum in Indonesia Context

Rachmawati

2017

jels Untirta

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“…Studies into preservice or student teachers can be valuable because such teachers have dual roles as both students and teachers, and their success in teacher education programs may reveal their potential as future educators (Lipka & Brinthaupt, 1999). Several studies have been conducted on preservice teachers, which involved assessing their knowledge and competence (Alkharusi et al, 2011;Petrovici & Masari, 2014;Ragawanti, 2015;Valli et al, 2013;Walton & Rusznyak, 2013), attitudes toward teacher programs and the teaching profession (Bhargava and Pathy, 2014;Mule, 2006), the challenges (Karunagaran & Saimin, 2019;Shah et al, 2021), anxiety (Agustiana, 2014;Daud et al, 2019), and perceptions (Adodo, 2013;Kumazawa, 2013;Sun & van Es, 2015;Thomas & O'Bannon, 2013;Zhu, 2017). While much of this study emphasizes the need to improve teacher education quality and preservice teacher abilities, few studies were noted to examine preservice teachers' emotions during their practicums.…”

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confidence: 99%

A phenomenological analysis of the emotional experiences of graduate preservice student teachers in Indonesia

et al. 2023

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Background: Addressing preservice teachers' emotions can help them develop the emotional connections necessary for successful teaching practicums and professional learning experiences. To understand preservice teachers’ emotions towards their surroundings, the researchers used an emotional geography framework to map out the source of their negative and positive emotions and how those feelings affect their beliefs, teaching style, and paradigms. Emotional geographies were divided into two categories (i.e., emotional distance and emotional closeness), which were further mapped into five major themes (i.e., sociocultural, moral, professional, physical, and political). Methods: This study examined emotional geographies of 15 graduate preservice student teachers of Teacher Training and Education Faculty of Mulawarman University during their teaching practicums. Moreover, this study used a qualitative design involving semi-structured interviews with 15 graduate students who completed their teaching practicums. Results: The participants experienced all emotional geographies (sociocultural, moral, professional, physical, and political) that reshaped their beliefs and teaching styles, especially related to teaching undergraduate students. These emotions are generally experienced when the participants deal with the students and cooperating teachers. Conclusions: It was found that teachers needed to be strict when instilling discipline in their students, develop friendships with their students to maintain classroom control, and require comprehensive preparation to create teacher's confidence and answer their students' questions. In effect, the theoretical framework of emotional geography when teaching undergraduates during practicums gave student teachers valuable experience to cope with all common teaching challenges and professional growth.

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How can i be a Better Teacher? Development of Finnish Adult Pre- service Teachers’ Pedagogical Thinking

Cited by 2 publications

References 6 publications

Self-concept of EFL Pre-service Teachers: A Reflection from a Teacher Practicum in Indonesia Context

Self-concept of EFL Pre-service Teachers: A Reflection from a Teacher Practicum in Indonesia Context

A phenomenological analysis of the emotional experiences of graduate preservice student teachers in Indonesia

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