教师教育与学生教师的教学承诺——专题文献综述

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH

Africa Education Review Pub Date : 2021-07-04 DOI:10.1080/18146627.2022.2150244

Ikupa Moses, W. Admiraal, A. Berry, Nadira Saab

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引用次数: 1

摘要

摘要教师教育是进入教师职业的象征性切入点，识别教师教育的具体方面以增强对教学的承诺是很重要的。进行了专题文献综述，以确定教师教育中的这些主题。该综述包括22篇同行评审文章。提取了11个可以影响师生教学承诺的主题，这些主题与师生的校园体验、校本体验以及课程理论与实践组成部分之间的联系有关。总之，对教师教育的启示强调师生的承诺增强。

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Teacher Education and Student Teachers’ Commitment to Teaching: A Thematic Literature Review

Abstract Teacher education is a symbolic entry point into the teaching profession and the identification of specific teacher education aspects that enhance commitment to teaching is important. A thematic literature review was carried out to identify these themes within teacher education. The review included 22 peer-reviewed articles. Eleven themes were extracted that can influence student teachers’ commitment to teaching, which were related to student teachers’ campus-based experiences, their school-based experiences, and the connection between theory and practical components of the course. Conclusively, implications for teacher education emphasise student teachers’ commitment enhancement.

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来源期刊

Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.