TEACHERS' BELIEFS AND UNDERSTANDING ABOUT THE LEARNING AND TEACHING PROCESS: FROM STUDENT YEARS TO AN EXPERIENCED PROFESSIONAL

被引：0

作者：

Raus, Rea ^{[1
,2
]}

Ozola, Sandra ^{[3
,4
]}

机构：

[1] Tallinn Univ, Ctr Sustainabil, Inst Ecol, Tallinn, Estonia

[2] Tallinn Univ, Inst Sci Educ, Tallinn, Estonia

[3] Balozi Secondary Sch, Balozi, Latvia

[4] Univ Latvia, Doctoral Study Programme Educ Management, Riga, Latvia

来源：

TEACHER OF THE 21ST CENTURY: QUALITY EDUCATION FOR QUALITY TEACHING | 2014年

关键词：

teacher beliefs; approaches to teaching/learning;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Novice teachers who quit their jobs during their first years of teaching is a worldwide problem (Richardson, 2005). Previous research has shown that while in-service teachers' professional identity is shaped by their own teaching and learning experiences, pre-service programs can make a difference. Many researchers see professional identity as an on-going process of integration of the personal and professional sides of becoming and being a teacher. Pre-service teachers often arrive at initial teacher preparation programs with a clear set of beliefs about teaching that have been influenced by deeply imprinted images of teaching that pervade in the wider culture.

引用

页码：219 / 227

页数：9

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