Teacher Education Students' Preconceptions of Teaching
Dados Bibliográficos
| ID | 4306935 |
|---|---|
| Autores | Carol S Weinstein (0009-0004-8293-1518, autor correspondente) |
| Ano | 1989 |
| Volume | 40 |
| Fascículo | 2 |
| Páginas | 53-60 |
| Data de publicação | 1989-03-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Teacher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Editora | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248718904000210 |
| OpenAlex | W2075449987 |
| Idioma | EN |
| Citações recebidas | 50 |
| Referências citadas | 24 |
Weinstein examines teacher education students' expectations about future teaching performance, their explanations for their predictions, and their descriptions of good teaching. Students tend to engage in "unrealistic optimism" and to demonstrate self-serving biases, perceiving as important for teaching those attributes that they themselves possess. When describing "a really good teacher," students emphasize interpersonal/affec tive variables and downplay academic dimensions ofteaching. These descriptions are compared with those of inservice teach ers. Results indicate that inservice teachers also tend to em phasize interpersonal/affective variables
Interpersonal communication · Interpersonal relationship · Mathematics education · Optimism · Pedagogy · Teaching method · Communication in Education and Healthcare · Education and Critical Thinking Development · Optimism, Hope, and Well-being · Psychology · Social Psychology
El desarrollo de la autonomía infantil temprana y el profesorado en formación en Educación Infantil. Variables intervinientes
Learning and Pedagogy in Initial Teacher Preparation
Optimistic Biases About Personal Risks
Mentored Learning to Teach According to Standards-Based Reform
Implication of Research on Teacher Belief
Ways of Evaluating Teacher Cognition
Characteristics of Entering Teacher Candidates
Teachers’ Beliefs and Educational Research
What Do Student Teachers Learn? Perceptions of Learning in Mentoring Relationships
Psychometric Analysis of a Scale to Assess Education Degree Students’ Satisfaction with Their Studies
How Does Pre-Service Teachers’ Self-Efficacy Relate to the Fulfilment of Basic Psychological Needs During Teaching Practicum
Aus „Erfahrung“ wird man selbstwirksam, motiviert und klug
Reflect on your teaching experience
Long-term trajectories of teacher self-efficacy across phases of teacher education
Pre-service language teachers reflection development through online interaction in a hybrid learning course
A study on the relationship between pre-service teachers’ beliefs about students and roles of teachers in special education
Studentship’ and ‘impression management’ in an advanced soccer coach education award
Case studies of second‐career secondary student teachers
Examining the unexpected sophistication of preservice teachers’ beliefs about the relational dimensions of teaching
Taking account of student teachers' preconceptions
A cross-cultural survey of conceptions of energy among elementary school teachers in training — empirical results from Israel and Argentina
Preservice teachers' thinking about classroom events
An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning
Pre-service teachers’ perceptions in beginning education classes
Transforming subject matter and managing dilemmas
Case records as personal teaching texts for study in preservice teacher education
Formalist thinking and language arts instruction
Anticipatory reflection while learning to teach
The emerging beliefs and instructional practices of preservice English as a second language teachers
Defining content for field-based coursework
The need for change in elementary school teacher training—a cross-college age study of future teachers’ conceptions of basic astronomy concepts
Educational goals of teachers in heterogeneous and homogeneous classes in elementary and junior high school
I want to be nice, but i have to be mean”
The influence of prior experiences on pedagogical constructs of traditional and nontraditional preservice teachers
Shattered images
Prospective elementary teachers' beliefs about teaching
Philosophy and Advocacy
Les croyances des enseignants sur la gestion de la classe et la promotion de l’engagement des élèves
Drop-outs, transformed professionals or change makers
The psychologizing of teacher education
Analyzing Personal Teaching Metaphors in Preservice Teacher Education as a Means for Encouraging Professional Development
Fonctions, structuration et évolution des croyances (et connaissances) des enseignants
Les croyances des futurs enseignants
Exploring Personal Teaching Metaphors in Preservice Teacher Education
Teaching as a Two-Way Street
The Influence of Teacher Education on Teachers' Beliefs about Purposes of Education, Roles, and Practice
Teacher Mentoring in Service of Preservice Teachers' Learning to Teach
Parables, Storytelling, and Teacher Education
Great Expectations
Teaching Experience, Teachers' Beliefs, and Self-Reported Classroom Management Practices
Unrealistic optimism about susceptibility to health problems
Teaching Student Teachers to Reflect
Accommodation of a scientific conception
Perceived Problems of Beginning Teachers
Constructing a practical philosophy of teaching
How do teacher education faculty members define desirable teacher beliefs
Preservice teachers' expectations about the first year of teaching
Asking the Right Questions About Teacher Preparation
Affective Versus Cognitive Goal Orientations in Elementary Teachers
Concerns of Teachers
Global self-evaluation as determined by the desirability and controllability of trait adjectives
Knowledge and Teaching
Expert-Novice Differences in Perceiving and Processing Visual Classroom Information
Student Expectations and Teacher Education Traditions with Which We Can and Cannot Live
Illusion and well-being
The Impact of the Student Teaching Experience on the Development of Teacher Perspectives
The Conceptual Basis for Thematic Teacher Education Programs
The Teacher as Broker of Scholarly Knowledge
The Bureaucratic Socialization of Student Teachers
The Impact of Student Teaching and Internship Programs On Preservice Teachers' Pupil Control Perspectives, Anxiety Levels, and Teaching Concerns
| Obras citantes distintas | 50 |
|---|---|
| Citações por ano | 1,35 |
| Intervalo de citações | 1989 - 2026 (38) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 49 |