Effective teacher? Student self-evaluation of development and progress on a teacher education programme. Issue 4 (3rd July 2016)

• Record Type: Journal Article
• Authors: Gossman, Peter; Horder, Sue
• Is Part Of: Journal of further and higher education. Volume 40:Issue 4(2016)
• Page Start: 447
• Page End: 465
• Publication Date: 2016-07-03
• Subjects: teacher education -- teacher self-efficacy -- effective teacher education model -- learning and teaching -- transformational teacher; Education, Higher -- Great Britain -- Periodicals; Education -- Periodicals; 374.941
• DOI: 10.1080/0309877X.2014.984595
• Languages: English
• ISSNs: 0309-877X

Abstract

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.