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Pregled bibliografske jedinice broj: 640056

Motivations, Approaches to Teaching and Teacher Efficacy of Different Types of Preservice Teachers


Marušić, Iris; Jugović, Ivana; Letina, Srebrenka
Motivations, Approaches to Teaching and Teacher Efficacy of Different Types of Preservice Teachers // 15th Biennal Conference of the European Association for Research in Learning and Instruction EARLI
München, Njemačka, 2013. (predavanje, međunarodna recenzija, sažetak, znanstveni)


Naslov
Motivations, Approaches to Teaching and Teacher Efficacy of Different Types of Preservice Teachers

Autori
Marušić, Iris ; Jugović, Ivana ; Letina, Srebrenka

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Skup
15th Biennal Conference of the European Association for Research in Learning and Instruction EARLI

Mjesto i datum
München, Njemačka, 27.-31.08.2013

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Motivation; approaches to teaching; teacher efficacy; preservice teachers

Sažetak
The aim of this study was to explore if different types of pre-service teachers regarding their motivation for teaching and perception of teaching career differ in approaches to teaching and perceived efficacy in the future teaching career. The sample consisted of 217 first-year students of teacher education programs for classroom teachers at three Croatian universities. The average age of participants was 19.45 years and 93.4% of the sample was female. We assessed motivations for the teaching profession using FIT Choice as a theoretical framework. We also assessed approaches to teaching and sense of efficacy in future teaching. Our study provided insight into the clustering of various motivations for the teaching profession in first-year student teachers. Three clusters of preservice teachers were statistically and theoretically supported based on the participants’ motivation for teaching and their perception of the teaching career. The first type of students was labeled “Pragmatically motivated student teachers” (16.5%), the second “Averagely motivated student teachers” (23.8%), and the third “Highly motivated first-choice student teachers” (59.8%). The differential motivation for teaching profession was meaningfully related to the differences in students’ perceived efficacy in future teaching and in their approaches to teaching. Lower motivations for the teaching profession at the beginning of teacher studies seem to be associated with lower perceived efficacy in future teaching as well as with lower scores in student-centered approaches to teaching.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija



POVEZANOST RADA


Projekt / tema
100-1001677-0880 - Profesionalni razvoj učitelja tijekom inicijalnog obrazovanja i pripravništva (Vlasta Vizek Vidović, )

Ustanove
Institut za društvena istraživanja , Zagreb