PERCEIVED TEACHING PROBLEMS, SELF-EFFICACY, AND COMMITMENT TO TEACHING AMONG PRESERVICE TEACHERS
PERCEIVED TEACHING PROBLEMS, SELF-EFFICACY, AND COMMITMENT TO TEACHING AMONG PRESERVICE TEACHERS
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DOI：
10.1080/00220671.1986.10885728
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发表时间：
1986-11-01
影响因子：
2.1
通讯作者：
TRIBBLE, M
中科院分区：
文献类型：
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作者：
EVANS, ED;TRIBBLE, M
这项研究比较了 Veenman (1984) 审查的 83 项研究中男女职前中小学教师所感知到的教学问题与新任教师所感知到的教学问题。结果表明，职前教师和新入职教师的教学问题排序不同。初任教师强调课堂纪律、评估学生作业以及与家长的关系等问题，而职前教师则强调学科问题。然而，两个群体都非常关心如何激励学生。中小学职前教师对某些问题严重程度的排名存在差异。未观察到职前教师对问题的总体关注程度与教师效能和教学投入衡量分数之间存在有意义的关系。讨论对教师教育的影响
This study compared the perceived teaching problems of preservice elementary and secondary teachers of both sexes with the perceived teaching problems of beginning teachers in the 83 studies reviewed by Veenman (1984). Results indicate that the rank order of teaching problems of preservice and beginning teachers are dissimilar. Beginning teachers stress problems with classroom discipline, assessing student work, and relationships with parents, whereas preservice teachers stress problems with subject matter. Both groups, however, shared strong concern about motivating students. Elementary and secondary preservice teachers differed on some of the rankings of problem seriousness. Meaningful relationships between preservice teachers’ total levels of concern for problems and their scores on measures of teacher efficacy and commitment to teaching were not observed. Implications for teacher education are discussed