Openness to theory and its importance for pre-service teachers' self-efficacy, emotions, and classroom behaviour in the teaching practicum
Openness to theory and its importance for pre-service teachers' self-efficacy, emotions, and classroom behaviour in the teaching practicum
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DOI：
10.1016/j.ijer.2016.02.003
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发表时间：
2016-01-01
影响因子：
3.2
通讯作者：
Hagenauer, Gerda
中科院分区：
文献类型：
--
作者：
Hascher, Tina;Hagenauer, Gerda
研究者对实习教师的学习机制表现出越来越大的兴趣。本研究试图透过调查实习教师在实习期间的个人学习特质，为这一领域做出贡献。我们研究了实习教师的理论开放性，自我效能感，情绪和课堂行为之间的相互关系，在现场体验。据预计，学生教师鞭子更开放的（教育）理论将更有可能发展更高的自我效能感，引发积极的情绪，反过来，促进他们的自主支持学生在课堂上学习。这项研究的参与者是来自奥地利一所大学的117名职前实习教师，他们正在为高级中学的中等教育职位做准备。他们对问卷的回答支持了理论开放性、自我效能感和情绪之间的预测联系，而没有发现与自主支持的直接联系。这些结果进行了讨论有关的学生教师培训的质量的关注。(C)2016爱思唯尔有限公司版权所有
Researchers have shown a growing interest in the learning mechanism of student teachers. Our study seeks to contribute to this field by investigating student teachers' individual characteristics for learning during the practicum. We examined the interrelationship between student teachers' openness to theory, self-efficacy, emotions, and classroom behaviour during the field experience. It was expected that student teachers whip were more open to (educational) theories would be more likely to develop a higher sense of self efficacy, triggering positive emotions that would, in turn, foster their autonomy support for student learning in the classroom. The participants in the study were 117 pre-service student teachers from an Austrian university who were preparing for positions in secondary education in high-track schools. Their answers to questionnaires supported the predicted link between openness to theory, self-efficacy, and emotions, while no direct link could be found to autonomy support. These results are discussed in relation to concerns over the quality of student teacher training. (C) 2016 Elsevier Ltd. All rights reserved.