The Affective vs. the Academic: A Quantitative Study of Pre-Service Teachers’ Expected Impact on their Future Students

Delamarter, Jeremy; Wiederholt, Katie

doi:10.1080/01626620.2019.1649742

Cited by 6 publications

(3 citation statements)

References 49 publications

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“…By implication, the responsibility for the capabilities of ECEC graduate teachers should be distributed through multiple systems: the Australian Institute for Teaching and School Leadership (AITSL) which determines the Australian Graduate Teacher Standards, the state and territory-level organizations which accredit initial teacher education courses on behalf of AITSL, and institutions of higher education which deliver initial teacher education courses. Nonetheless, whilst a national teacher professional assessment would require graduates to demonstrate their ability to apply academic knowledge to professional practice (Bhatnagar and Sudhakar, 2017;Delamarter and Wiederholt, 2020), permission to hold staffing waivers directly negates the feasibility of introducing a national teacher performance assessment if ECEC services do not have early childhood teachers and operate under waivers.…”

Section: Implications Of Teacher Shortages For Ecec Qualitymentioning

confidence: 99%

Assessing the quality of early childhood education and care in Australia: Challenges and opportunities

et al. 2023

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While access to quality education in early childhood is an international priority, the characteristics of quality continue to be debated. In the Australian context, differing views on the characteristics of quality may be a result of differing stakeholder priorities. Divergent notions of quality may lead to initiatives that emphasize educator practice and frame a dominant discourse that situates responsibility for enactment of quality at Early Childhood Education and Care (ECEC) service room level. Challenges arising from initiatives driving increased access to ECEC coinciding with workforce shortages are addressed. National longitudinal research is needed to determine the impact of participation in ECEC on child outcomes, as is ECEC quality assessment across regions and jurisdictions over time. Prior to this, stakeholder conversations are needed to achieve consensus on the characteristics of quality. This could lead to the development of an instrument for assessing quality that is systemically relevant and could inform evidence-based decision making by ECEC teachers and educators, primary caregivers, regulators, researchers and policy makers to distribute accountability for quality across the ECEC system.

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Section: Implications Of Teacher Shortages For Ecec Qualitymentioning

confidence: 99%

Assessing the quality of early childhood education and care in Australia: Challenges and opportunities

et al. 2023

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“…Finally, preparation programs must remember that just as there is no one-size-fits-all method for teaching, neither is there a standardized response to preservice teachers' expectations gaps. Aspiring teachers' expectations of teaching have been found to differ according to program type (undergrad versus graduate) and by their desired teaching levels (Delamarter & Wiederholt, 2019). For example, undergraduate preservice teachers tend to have expectations that focus primarily on emotional impact, whereas graduate-level preservice teachers' expectations tend to be more balanced between emotional and academic impact.…”

Section: Differentiating Responsesmentioning

confidence: 99%

Helping preservice teachers separate fact from fiction

Delamarter¹

2019

Phi Delta Kappan

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Preservice teachers base their expectations of teaching on the cultural images that surround them. Unfortunately, these images tell an incomplete story, and preservice teachers’ expectations of teaching often reflect a narrow understanding of a fantastically complex endeavor. Jeremy Delamarter explains that, to help their candidates thrive, teacher preparation programs must respond to incomplete expectations by gathering useful information about aspiring teachers’ expectations, providing analytical frameworks for questioning their expectations, supporting effective reflection, and recognizing candidates’ demographic differences.

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“…It is frequently stated that affective characteristics should be given importance in teacher education and should not be ignored (Gundogdu et al, 2008). However, there are a limited number of studies on affective characteristics in teacher education (Delamarter & Wiederholt, 2020;White & Malkus, 2019;Hamsher & Dieterich, 2017;Taneri, 2017;Preszler, 2014), and this learning domain is thrown into the background. Considering the importance of affective characteristics that teachers benefit while applying their knowledge and skills in the classroom, it is emphasized that the affective field should not be neglected in education and teacher education in particular (Zhang & Zhang, 2013).…”

Section: Introductionmentioning

confidence: 99%

Evaluating Elementary Teacher Education Program in Terms of Affective Features Using Hammond’s Evaluation Model

2022

PERR

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In this study, elementary teacher education program was evaluated in terms of attitude, value, and academic motivation towards the teaching profession using Hammond's evaluation model. Convergent parallel design of mixed method studies was employed. The qualitative component of the study included a total of 39 participants; 23 teacher candidates, 11 faculty members and five executive faculty members while the quantitative component of the study was carried out with 121 teacher candidates. The data were collected through "Academic Motivation Scale", "Portrait Values Questionnaire", "Teaching Profession Attitude Scale", "document analysis, semi-structured interview forms, field notes, and observation forms. The results of the study indicated that although teacher candidates had high levels of attitude and motivation towards the profession, their attitude towards the course, thus motivation to attend classes, was low. Curriculum objectives for the affective domain were limited to a minimum, content was dense, and the faculty members mostly used expository teaching strategies such as traditional lecture method and question-answer technique.

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The Affective vs. the Academic: A Quantitative Study of Pre-Service Teachers’ Expected Impact on their Future Students

Cited by 6 publications

References 49 publications

Assessing the quality of early childhood education and care in Australia: Challenges and opportunities

Assessing the quality of early childhood education and care in Australia: Challenges and opportunities

Helping preservice teachers separate fact from fiction

Evaluating Elementary Teacher Education Program in Terms of Affective Features Using Hammond’s Evaluation Model

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