Student teachers' school teaching practice: The relation amongst perceived self-competence, motivation and sources of support

被引：22

作者：

Kaldi, Stavroula ^{[1
]}

Xafakos, Efstathios ^{[1
]}

机构：

[1] Univ Thessaly Argonafton & Filellinon, Dept Primary Educ, Volos 38221, Greece

来源：

TEACHING AND TEACHER EDUCATION | 2017年 / 67卷

关键词：

PRESERVICE TEACHERS; PAIRED-PLACEMENT; EFFICACY; EDUCATION; SOCIALIZATION; PERSPECTIVES; PERCEPTIONS; MODEL;

D O I：

10.1016/j.tate.2017.05.019

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The present study investigates Greek student teachers' experiences and views about self-competence, motivation and the sources of support during school teaching practice (STP) in a four-year Bachelor of Primary Education Degree Program. The theoretical framework is based on the theory of situated learning and self-determination theory. Quantitative and qualitative data were collected through questionnaires and interviews. The main findings indicate statistically significant correlations among external motivation, support and perceived teaching self-competence during tile STP course. Also institutional and social networks of support appeared to contribute to the development of teaching competences. (C) 2017 Elsevier Ltd. All rights reserved.

引用

页码：246 / 258

页数：13

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