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Gossman, Peter and Horder, S. (2016) Effective Teacher? Student Self-evaluation of Development and Progress on a Teacher Education Programme. Journal of Further and Higher Education, 40 (4). pp. 447-465. ISSN 0309-877X Online: 1469-9486
Full text not available from this repository. (Request a copy)Abstract
This article examines 28 teachers’ views about their teacher education requirements. The participants were enrolled on a one-year full-time pre-service teacher education programme with a focus on post-compulsory education and training. The study examines how student teachers’ self-evaluations against aspects of teaching professional practice changed, developed and evolved over the duration of the course. The results reveal a statistically significant improvement in self-evaluation when all areas of professional expertise are considered. In addition, the study reports a decline, as the programme progresses, in student-assessed need to learn about specific aspects of teaching.
| Item Type: | Article |
|---|---|
| Additional Information: | Staff and students at the University of Worcester can access the full-text of the published version via the UW online library search. External users should check availability with their local library or Interlibrary Requests Service. |
| Uncontrolled Discrete Keywords: | teacher education, teacher self-efficacy, effective teacher education model, learning and teaching, transformational teacher |
| Subjects: | L Education > LB Theory and practice of education |
| Divisions: | College of Arts, Humanities and Education > School of Education |
| Related URLs: | |
| Depositing User: | Peter Gossman |
| Date Deposited: | 07 Apr 2019 10:04 |
| Last Modified: | 17 Jun 2020 17:28 |
| URI: | https://worc-9.eprints-hosting.org/id/eprint/7822 |
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