Pre-Service Home Economics Teachers' Attitudes on Selected Aspects of Practical Teaching

Autor/inn/en	Kozina, Francka Lovšin
Titel	Pre-Service Home Economics Teachers' Attitudes on Selected Aspects of Practical Teaching
Quelle	In: Center for Educational Policy Studies Journal, 6 (2016) 3, S.101-116 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1855-9719
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Teacher Attitudes; Home Economics; Teaching Methods; Educational Practices; Teaching Experience; Lesson Plans; Professional Development; Classroom Techniques; Self Efficacy; Student Teacher Attitudes; Educational Needs; Peer Influence; Practicums; Occupational Aspiration; Vocational Interests; Foreign Countries; Questionnaires; Slovenia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehrerverhalten; Hauswirtschaft; Hauswirtschaftslehre; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lesson planning; Unterrichtsplanung; Klassenführung; Self-efficacy; Selbstwirksamkeit; Educational need; Bildungsbedarf; Practicum; Praktikum; Praktika; Berufsneigung; Berufsziel; Berufsinteresse; Ausland; Fragebogen; Slowenien
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. (As Provided).
Anmerkungen	University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: http://www.cepsj.si/doku.php?id=en:cepsj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01