The association of school environment to student teachers' satisfaction and teaching commitment

Huang, Shwu‐Yong L.; Waxman, Hersholt C.

doi:10.1016/j.tate.2008.07.015

Cited by 53 publications

(36 citation statements)

References 40 publications

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“…For instance, Huang and Waxman (2009) found that autonomy, freedom, and collegiality at the placement school were associated with student-teachers' satisfaction and career commitment. School environment factors also impact upon attitudes towards inclusion.…”

Section: School Climatementioning

confidence: 99%

Ready, willing and able? Attitudes and concerns in relation to inclusion amongst a cohort of Irish pre-service teachers

O'Toole

Burke

2013

European Journal of Special Needs Education

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Attitudes in relation to inclusive education have a direct impact on teaching behaviours, and are a significant factor in the success of inclusion policies. However, little is known about Irish pre-service teachers' attitudes and concerns in relation to inclusive education, nor about the factors that may influence these variables. In the current study, a cohort of second-level pre-service teachers completed the attitudes toward inclusive education scale, the concerns about inclusive education scale, the teacher efficacy scale and a school climate (SC) survey. Results showed that the student-teachers were generally positive about inclusion, and were only a little concerned about the implementation of inclusive practices in their classrooms. The participants were least positive about including students with behavioural difficulties. A more positive SC was associated with higher levels of personal efficacy, and lower levels of concern. Results are discussed in terms of the construal of behavioural difficulties within Ireland, the influence of the placement school and the implications for initial teacher education.

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Section: School Climatementioning

confidence: 99%

Ready, willing and able? Attitudes and concerns in relation to inclusion amongst a cohort of Irish pre-service teachers

O'Toole

Burke

2013

European Journal of Special Needs Education

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“…In this research, working environment is defined as the social, pedagogical, developmental and physical contexts of the institution in which teaching and learning occur [7]. The student teachers' experiences The following discussion between two student teachers illustrates, how they compared their experiences in group discussions and noticed that there were big differences between educational environments.…”

Section: Communal Experiencementioning

confidence: 99%

“…Huang and Waxman [7] point out that the school environment is where the student teacher engages in practical matters. If he or she feels accepted into this environment, it will strengthen the commitment to the teaching profession.…”

Section: Communal Experiencementioning

confidence: 99%

“…Research has revealed that the teaching practice period is one of the most critical phases in professional development, and the guidance provided during this time plays a very important role in the whole of teacher education [7,8]. Teaching practice guidance has a decisive impact on the development of the teacher's professional identity, which is critical to future work because the teacher's job includes continuous intellectual, social and emotional interaction with students, colleagues, parents and work life [9].…”

Section: Introductionmentioning

confidence: 99%

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Mentor and Working Environment in Support of Vocational Student Teachers’ Professional

Raija¹,

Sirpa²

2014

LICEJ

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“…Veeman (1984) indicated that certain problems focused on three facets, i.e., student (e.g, dealing with problems of individual students), material (e.g, insufficient and/or inadequate teaching materials and supplies), and parents (e.g, unable to build positive relationships with parents). Additionally, Huang and Waxman (2009) identified that pre-service teachers perceived a large gap between expected ideal practicum situation and realistic practicum school environment when they engaged in field-based school experiences. Sariçoban (2010) determined that pre-service teachers lack supports in materials and equipment.…”

Section: Introductionmentioning

confidence: 99%

The Help-seeking from Social Capitals and Self-regulated Learning among Pre-service Teachers

Liu¹

2016

ASS

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This study aims to investigate the help-seeking subjects for pre-service teachers in need of suggestions for practicum and to determine the prediction of pre-service teachers' social capitals for help-seeking on their self-efficacy for help-seeking and self-regulated learning. A total of 223 pre-service teachers, from a teacher education university at the middle of Taiwan, were invited to fill in the validated questionnaire in October 2015.The analytical results of this study by Chi-square Test achieve significant differences in the five types of help-seeking subjects for the pre-service teachers in need of suggestions for practicum. Another finding of this study by multiple regression analysis indicates that the scores of seeking help from faculties in practicum school and peer interns in practicum school can jointly predict self-efficacy for help-seeking This study concludes that the pre-service teachers preferred seeking help from family members, faculties in practicum school, classmates at university and peer interns in practicum school to university professors. Moreover, pre-service teachers perceived self-efficacy for help-seeking and self-regulated learning when seeking help from faculties and peer interns in practicum schools. Interestingly, peer interns in practicum school are considered as bonding social capital but maybe play a role of suggestion-provider, similar to bridging social capital during the practicum.

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The association of school environment to student teachers' satisfaction and teaching commitment

Cited by 53 publications

References 40 publications

Ready, willing and able? Attitudes and concerns in relation to inclusion amongst a cohort of Irish pre-service teachers

Ready, willing and able? Attitudes and concerns in relation to inclusion amongst a cohort of Irish pre-service teachers

Mentor and Working Environment in Support of Vocational Student Teachers’ Professional

The Help-seeking from Social Capitals and Self-regulated Learning among Pre-service Teachers

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