在教师的门槛上:116名荷兰见习教师的动机与理想

IF 1.4 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Asia-Pacific Journal of Teacher Education Pub Date : 2023-07-11 DOI:10.1080/1359866X.2023.2231880

Heleen Simonsz, Y. Leeman, W. Veugelers

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引用次数: 0

摘要

摘要本研究以初涉教学行业的见习教师为研究对象。本研究的目的是探讨他们成为教师的动机、他们的教育理想，以及影响他们教育理想的教师教育内外有意义的经历。为了检验这些，我们对荷兰三所教师教育机构的116名学生教师进行了调查，这些学生即将完成四年本科课程，成为中学教师(历史和英语)。教学影响因素(FIT)选择量表的结果显示，社会效用价值的动机被评为最高。在社会发展方面，评分最高的理想是社会承诺和自主，而在关注资格的理想中，学科知识的评分最高。比较教师教育的几个领域的影响，学生教师认为在学校实习比在教师教育学院的课程更能影响他们的教育理想的形成。

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On the threshold of being a teacher: motivations and ideals of 116 Dutch student teachers

ABSTARCT This study focuses on student teachers who are on the threshold of entering the teaching profession. The aim of this study is to examine their motivations for becoming teachers, their educational ideals and the meaningful experiences inside and outside teacher education that influenced their educational ideals. To examine these, we conducted a survey of 116 student teachers at three Dutch teacher education institutes who were at the end of a four-year bachelor programme to become secondary school teachers (of history and English language). The results of the factors influencing teaching (FIT)-choice scale show that motivations representing social utility value were rated highest. Regarding social development, the highest-rated ideals were social commitment and autonomy, and of the ideals that focus on qualification, subject matter knowledge was rated highest. Comparing the influence of the several domains of teacher education, more student teachers considered their internships at schools to have an influence on the formation of their educational ideals than the courses at the teacher education institute.

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来源期刊

Asia-Pacific Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

7.70%

发文量

期刊介绍： This journal promotes rigorous research that makes a significant contribution to advancing knowledge in teacher education across early childhood, primary, secondary, vocational education and training, and higher education. The journal editors invite for peer review theoretically informed papers - including, but not limited to, empirically grounded research - which focus on significant issues relevant to an international audience in regards to: Teacher education (including initial teacher education and ongoing professional education) of teachers internationally; The cultural, economic, political, social and/or technological dimensions and contexts of teacher education; Change, stability, reform and resistance in (and relating to) teacher education; Improving the quality and impact of research in teacher education.