Pre-service Home Economics Teachers’ Attitudes on Selected Aspects of Practical Teaching
Keywords:
class management, peer learning, pre-service teacher, professional development, teaching experience
Abstract
This paper presents the results of a study conducted among pre-service home economics teachers from the Faculty of Education of the University of Ljubljana with different levels of practical experience in teaching. The pre-service Home Economics teachers in the 3rd year of their studies had just completed their first class of teaching experience in contrast to the
pre-service teachers from the 4th year of their faculty studies, who had conducted more teaching lessons. The results showed that the 4th-year pre-service teachers had fewer doubts and problems concerning the planning and conducting of a lesson. They also statistically significantly agreed that they are sufficiently prepared to teach than the 3rd-year pre-service
teachers are. The results showed that the majority of the pre-service teachers agreed that the feedback from their colleagues was helpful for their professional development. The results suggest the importance of practical teaching experience in the context of professional development and the intention to continue a career in education. However, the results also
revealed some critical points in the teacher’s development of competency. The results suggest problems related to the application of theoretical knowledge on the children’s development in practice and problems related to classroom management in specific situations.
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Cartre, V., Orr, B., McGriff, M., & Thompson, C. (2014). Critical Incidents in Classroom Management during Student Teaching Internship and Their Effects on the Teaching Profession:
Perceptions of Student Teachers in India and the United States. US-China Education Review, 4(4), 209-228.
ErÄulj, J. 2007. Spremljanje in opazovanje pouka [Monitoring and classroom observation]. In M. Brejc, et al. (2007). Ravnatelj kot pedagoÅ¡ki vodja [Headmaster as Pedagogical Leader]. Ljubljana: Å ola za ravnatelje.
Flores, M. A. (2006). Being a Novice Teacher in Two Different Settings: Struggles, Continuities, and Discontinuities. Teachers College Record, 108(10), 2012-2052.
Harford, J., & MacRuaire, G. (2008). Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education, 24(7), 1884-1892.
JuriÅ¡eviÄ, M. (2007). PraktiÄno pedagoÅ¡ko usposabljanje: vodenje portfolija. PriroÄnik [Practical Pedagogical Training: Keeping a Portfolio - Hanndbook]. Ljubljana: Faculty of Education, University of Ljubljana.
Kemmis, S., & McTaggart, R. (1988). The action research planner. Victoria: Deakin University.
Korthagen, F. A. J. (2009). Praksa, teorija in osebnost v vseživljenjskem uÄenju [Praxis, Theory and Personality in Lifelong Learning]. Vzgoja in izobraževanje, 40(4), 4-14.
Korthagen, F. A. J. (2011). Linking practice and theory: the pedagogy of realistic teacher education. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle. Retrieved 10.10.2014 from http://resources.educ.queensu.ca/ar/aera2001/Korthagen2001.pdf.
Korthagen, F. A. J., & Kessel, J. P. A. M. (1999). Linking theory and practice: Changing the Pedagogy of Education. Educational Researcher, 4(28), 4-17.
Korthagen F.A.J., & Lagerwerf, B. (1996). Refraiming the relationship between teacher thinking and teacher behaviour: Levels in learning about teaching. Teachers and Teaehing: Theory and Practice, 2(2),161-190.
Larrivee, B. (2000). Transforming Teaching Practice: Becoming the critically reflective teacher. Reflective Practice: International and Multidisciplinary Perspectives, 1(3), 293-307.
Labaree, D. F. (2004). The trouble with Ed schools. New Haven, CT: Yale University Press.
Malm, B. (2009). Towards a new professionalism: enhancing personal and professional development in teacher education. Journal of Education for Teaching, 35(1), 77-91.
Milenković, Z. M. (2011). Application of Mann-Whitney U test in research of professional training of primary school teachers. Metodicki obzori, 6(1), 73-79.
Moon, B. (2007). Research analysis: Attracting, developing and retaining effective teachers: A global overwiew of current policies and practices. Working Paper of a Research Group on Internatinal Development in Teacher Education. The Open University.
OECD (2005). Teacher Matter: Attracting, Developing and Retaining Effective Teachers. Paris: OECD Publishing.
Pearson, M., & Stephenson, M. (2005). Developing reflective practice in student teachers: collaboration and critical partnership. Teachers and Teaching: Theory and Practice, 11(1), 95-116.
Rots, I., Aelterman, A., & Devos, G. (2014). Teacher Education graduates’ choice (not) to enter the teaching profession: does teacher education matter? European Journal of Teacher Education, 37(3), 279-294.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
Selvi, K. (2010). Teachers’ Competencies. International Journal of Philosophy of Culture and Axiology, 7(1), 167-175.
Schoen, A. D. (1983). The Reflective Practioner. How Professionals Think in Action. USA: Basic Books.
Sutton, R., & Wheatley, K. (2013). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review. 15(4), 327-358.
ValenÄiÄ Zuljan, M., & Vogrinc, J. (2012). PedagoÅ¡ka praksa i proces razvijanja kompetencija studenata budućih uÄitelja razredne nastave PedagoÅ¡kog fakulteta SveuÄiliÅ¡ta u Ljubljani. [Teaching practice and the process of competence development of future primary school teachers of Faculty of Education in Ljubljana ]. In M. ValenÄiÄ Zuljan, J. Vogrinc, G. Gojkov, & A. RonÄević (Eds.), PedagoÅ¡ka praksa i proces razvijanja kompetencija studenta budućih uÄitelja u Hrvatskoj, Srbiji i Sloveniji [Teaching practice and the process of competence development of future teachers in Croatia, Serbia and Slovenia] (Biblioteka IstraživaÄke studije, 47). VrÅ¡ac: VaspitaÄka Å¡kola Mihailo Palov.
ValenÄiÄ Zuljan, M., Zuljan, D., & Pavlin, S. (2011). Towards improvements in teachers‘ professional development through the reflective learning paradigm - the case of Slovenia. Hacettepe Egitim Dergisi, 41(1), 485-495.
Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23(3), 263-280.
Published
2016-09-30
How to Cite
LovÅ¡in Kozina, F. (2016). Pre-service Home Economics Teachers’ Attitudes on Selected Aspects of Practical Teaching. Center for Educational Policy Studies Journal, 6(3), 101–116. https://doi.org/10.26529/cepsj.67
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