Irish student teachers' beliefs about self, learning and teaching: a longitudinal study. Issue 2 (15th March 2019)

• Record Type: Journal Article
• Authors: Horgan, Kathleen; Gardiner-Hyland, Fíodhna
• Is Part Of: European journal of teacher education. Volume 42:Issue 2(2019)
• Page Start: 151
• Page End: 174
• Publication Date: 2019-03-15
• Subjects: Personal theories -- preservice teachers -- beliefs -- teacher education; Teachers -- Training of -- Europe -- Periodicals; 370.71094
• DOI: 10.1080/02619768.2019.1576625
• Languages: English
• ISSNs: 0261-9768

Abstract

ABSTRACT: This paper explores the beliefs about self-as-teacher, learning and teaching of preservice elementary teachers during a three-year undergraduate programme. Using a qualitative grounded theory analysis, the study examined the initial beliefs or personal theories of 27 preservice teachers during their first Semester. Longitudinal data were gathered from 7 of these students over the three-year duration of their teacher education programme through iterative interviews and reflective journal analysis. The findings demonstrate expansion in preservice teachers' understandings of the teacher's role, the value of reflective practice, the differential needs of learners and approaches to pedagogy. Findings point to lacunae in preservice teachers' capacity for critical reflective practice and demonstrate how classroom management concerns can cause preservice teachers to adopt more cautious and traditional pedagogical approaches, despite their espoused commitment to child-centred principles.