The perception of readiness for teaching profession: a case of pre-service trainees

• Authors: Zuzana Straková
• Languages of publication: EN

Abstracts

EN

Pre-service teacher training offers various opportunities for trainees to become aware of and understand the qualities of good teaching. Towards the end of their training they should be able to identify clearly the criteria for measuring their readiness for teaching profession as well as identify their own strong and weak areas. The author of this article presents the results of the study where the aim was to focus on the trainees′ perception of themselves as English language teachers based on the criteria of the EPOSTL at the end of their training when trainees receive their diploma for teaching the English language.

Keywords

EN

self-efficacy; teacher beliefs; pre-service teacher training; self-perception; educational change

• Publisher: Sciendo
• Journal: Journal of Language and Cultural Education
• Year: 2015
• Volume: 3
• Issue: 1
• Pages: 32-42

Dates

published

2015-01-01

online

2015-06-08

Contributors

author

Zuzana Straková

• University of Prešov, Slovakia

References

• Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
• Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman.
• Borg, M. (2001). Teachers′ beliefs. ELT Journal, 55(2), 186-187.
• Bullough, R. V., Young, J., & Draper, R. J. (2004). One-year teaching internships and the dimensions of beginning teacher development. Teachers and Teaching: Theory and Practice, 10(4), 365-394.
• Breen, M. P., & Littlejohn, A. (Eds.) (2000). Classroom Decision-making. Cambridge: Cambridge University Press.
• Cohen, D. K. (1989). Teaching practice: Plus que ça change. In Jackson, P. W. (Ed.), Contributing to educational change: Perspectives on research and practice (pp. 27-84). Berkeley, CA: McCutchan.
• Floden, R. & Clark, C. M. (1988). Preparing Teachers for Uncertainty. Teachers College Record, 89(4), 505-524
• Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. London: The Falmer Press.
• Gavora, P. (2010). Slovak pre-service teacher self-efficacy: theoretical and research considerations. The New Educational Review, 21(2), 17-30.
• Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99-125.
• Gibson, S. & Dembo, M. (1984). Teacher efficacy: a construct validation. Journal of Educational Psychology, 76(4), 569-582.[Crossref]
• Head, K. & Taylor, P. (1997). Readings in Teacher Development. Oxford: Heinemann English Language Teaching.
• Jackson, P. W. (1986). The Practice of Teaching. New York: Teachers College Press.
• Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice Hall, Inc.
• Labaree, D. F. (2000). On the Nature of Teaching and Teacher Education: Difficult Practices That Look Easy. Journal of Teacher Education, 51(3, May/June 2000), 228-233.[Crossref]
• Lanas, M. & Kelchtermans, G. (2015). “This has more to do with who I am than with my skills” – Student teacher subjectification in Finnish teacher education. Teaching and Teacher Education, 47(April 2015), 22–29.
• Newby, D., Allan, R., Fenner, A., Jones, B., Komorowska, H., & Soghikyan, K. (2007). European Portfolio for Student Teachers of Languages: A reflection tool for language teacher education. Council of Europe.
• Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. Retrieved from
• Peters, J. H. (2012). Are They Ready? Final Year Pre-service Teachers' Learning about Managing Student Behaviour. Australian Journal of Teacher Education, 37(9). Retrieved from [Crossref]
• Richards, J. & Lockhardt, Ch. (1995). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
• Settlage, J., Southerland, S. A., Smith, L. K. & Ceglie. R. (2009). Constructing a Doubt-free Teaching Self: Self-Efficacy, Teacher Identity, and Science Instruction Within Diverse Settings. Journal of Research in Science of Teaching, 46(1), 102-125.
• Straková, Z. (2010). European Portfolio for Student Teachers of Languages and its Benefits for Preservice Teacher Training. English Matters, Prešov: Prešovská univerzita v Prešove.
• Williams, M. & Burden, R. (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press.
• Woods, D. (1996). Teacher Cognition in Language Teaching. Cambridge: Cambridge University Press.
• Woolfolk Hoy, A. & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teacher and Teaching Education, 21, 343-356.

Identifiers

DOI

10.1515/jolace-2015-0003