Beliefs about teaching: Persistent or malleable? A longitudinal study of prospective student teachers' beliefs

被引：50

作者：

Lofstrom, Erika ^{[1
]}

Poom-Valickis, Katrin ^{[2
]}

机构：

[1] Univ Helsinki, Ctr Res & Dev Higher Educ, Inst Behav Sci, Fac Behav Sci, FIN-00014 Helsinki, Finland

[2] Tallinn Univ, Inst Sci Educ, Dept Teacher Educ, EE-10120 Tallinn, Estonia

来源：

TEACHING AND TEACHER EDUCATION | 2013年 / 35卷

关键词：

Metaphors; Teacher education; Beliefs about teaching; Teacher's knowledge base; Mixed methods; PRESERVICE; CONCEPTIONS; METAPHORS; PERCEPTIONS; UNDERSTAND; IDENTITIES; EDUCATION; GROWTH;

D O I：

10.1016/j.tate.2013.06.004

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This longitudinal study focused on change in university students' beliefs about the role of teachers. The students (n = 80) were Estonian undergraduates, whose beliefs were investigated in the first and third years of their studies and followed up to the point at which the students either entered teacher education or chose other paths. Beliefs about teaching were neither unambiguously persistent nor malleable. Students who continued in teacher education exhibited stronger beliefs about the teacher as pedagogue and aligned less with the belief that the teacher's role is to be a subject matter expert than peers who did not choose teacher education. (c) 2013 Elsevier Ltd. All rights reserved.

引用

页码：104 / 113

页数：10

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