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Effective Teacher? Student Self-evaluation of Development and Progress on a Teacher Education Programme

Gossman, Peter and Horder, S. (2016) Effective Teacher? Student Self-evaluation of Development and Progress on a Teacher Education Programme. Journal of Further and Higher Education, 40 (4). pp. 447-465. ISSN 0309-877X Online: 1469-9486

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Abstract

This article examines 28 teachers’ views about their teacher education requirements. The participants were enrolled on a one-year full-time pre-service teacher education programme with a focus on post-compulsory education and training. The study examines how student teachers’ self-evaluations against aspects of teaching professional practice changed, developed and evolved over the duration of the course. The results reveal a statistically significant improvement in self-evaluation when all areas of professional expertise are considered. In addition, the study reports a decline, as the programme progresses, in student-assessed need to learn about specific aspects of teaching.

Item Type: Article
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Uncontrolled Keywords: teacher education, teacher self-efficacy, effective teacher education model, learning and teaching, transformational teacher
Subjects: L Education > LB Theory and practice of education
Divisions: Academic Departments > Institute of Education
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Depositing User: Peter Gossman
Date Deposited: 07 Apr 2019 10:04
Last Modified: 07 Apr 2019 10:04
URI: https://eprints.worc.ac.uk/id/eprint/7822

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