ERIC ED378543: Change Process in Preservice Teachers pdf

ERIC ED378543: Change Process in Preservice Teachers

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Description of the Book:

Teacher educators have become increasingly interested in the beliefs preservice teachers bring to their undergraduate methods courses. S. Lortie (1975) posited that the major influence in shaping future teachers’ conceptions of teaching is their previous years of experience as students. A study of students in preservice reading methods courses investigated the following questions: (1) What are preservice teachers’ beliefs about teaching and learning? (2) What changes occur in preservice teachers’ beliefs during their first literacy methods course? and (3) To what do preservice teachers attribute changes in beliefs during their first literacy methods course? Participants were selected from two sections of a methods course at a small southwestern university. A self-report questionnaire with open-ended questions was administered at three points during the semester. Of the 40 participants, 10 chose to respond to all three questionnaires; they constituted the core of the study. Results showed preservice teachers continuing to think of teaching as being skills oriented.

For instance, asked how they would teach reading, three said they would use objects from the environment; three would teach the alphabet; two would read to students; and one would put students in groups. Of these 10, 6 showed changes in their beliefs after the methods course. These changes, however, tended to be largely at the knowledge level. The preservice teachers indicated that they would use new approaches and materials in traditional ways. (Contains 15 references.) (TB

• Creator/s: ERIC
• Date: 1994-11
• Year: 1994
• Book Topics/Themes: ERIC Archive, Conventional Instruction, Higher Education, Methods Courses, Preservice Teacher Education, Reading Instruction, Student Attitudes, Student Surveys, Teacher Education Programs, Teaching Methods, Teaching Models, Theory Practice Relationship

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