Teaching teachers: An investigation of beliefs in teacher education students

被引：2
|
作者：
Dunn K.E. [1 ]
Rakes G.C. [2 ]
机构：
[1] Educational Statistics and Research Methods, The University of Arkansas, Fayetteville, AR 72701
[2] Educational Studies, The University of Tennessee, Martin, TN 38238
来源：
Learning Environments Research | 2011年 / 14卷 / 1期
关键词：
Learner-centred; Teacher concerns; Teacher education; Teacher efficacy;
D O I：
10.1007/s10984-011-9083-1
中图分类号：
学科分类号：
摘要：
Influenced by work on learner-centred education, teacher efficacy and teachers' concerns, we conducted an investigation of the influence of 185 preservice teachers' teacher efficacy and concerns on their learner-centred beliefs. Learner-centred beliefs were selected for the purposes of this study as the best indicator of future teaching actions because these preservice teachers had not yet entered the classroom or engaged in teaching practices. Preservice teacher efficacy and concerns, individually and collectively, significantly influenced learner-centred beliefs. These findings indicate that teacher education can facilitate the development of learner-centred beliefs by addressing these trainable characteristics and demonstrate the need to further explore both teacher efficacy and concerns as they relate to learner-centred education within teacher education programs. © 2011 Springer Science+Business Media B.V.
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页码：39 / 58
页数：19
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