Openness to theory and its importance for pre-service teachers’ self-efficacy, emotions, and classroom behaviour in the teaching practicum

Influence Factors of Teachers' Pro-Industry Professionalization: Linear Structural Analysis

“…There may be undetected factors which resulted in a low explanatory power, and there are other variables which have not been identified [11] [17]. Regarding this model's test results, perhaps in the future a further study can be conducted to find the variables either missing in the theories or can be further added or deleted, or more comprehensive empirical data can be collected for testing to improve the consistency between this model and empirical data.…”

“…The research tool is a 'Questionnaire of Factors Which Influence Teachers' Proindustry professionalization.' The questionnaire includes teaching self-efficacy scale, industry experience scale and proindustry professionalization scale [10][11][12]. The scales' factors, number of questions reliability and validity are shown in Table 1.…”

Development of Chemistry Pre-Service Teachers During Practical Pedagogical Training: Self-Evaluation Vs. Evaluation by School Mentors

“…[18][19][20] Hascher and Kittinger 21 proposed students-teachers' learning and performance model to explain learning in PPT. Their model assumes that the quality of learning processes and learning outcomes during PPT is influenced by structural aspects (e.g.…”

“…the culture of teacher education at the macro-level versus the teacher candidate-mentor interaction at the micro-level) co-determine the outcomes of teacher education. 20,21 This article focuses on the self-evaluation of preservice chemistry teachers' progress during their PPT in primary schools in comparison to the perception of their progress by their school mentors, who observed their teaching during PPT and provided feedback after each of the lessons.…”

University Teachers’ Perceptions of Appropriate Emotion Display and High-Quality Teacher-Student Relationship: Similarities and Differences Across Cultural-Educational Contexts

“…However, empirical evidence on emotions and emotion display in teacher-student interactions in HE, and more specifically in teacher education, is lacking. With regard to teacher education, some research has focused on the emotions of student teacher in the teaching practicum (e.g., Hascher & Hagenauer, 2016;Pillen, Beijaard & den Brok, 2013;Timostsuk & Ugaste, 2012) or school-based teachers (Hastings, 2008); but the emotional aspects of the university-based part of teacher education are overlooked.…”