Who Becomes a Teacher? The Characteristics of Student Teachers in Four Countries

Autor/inn/en	Coultas, Julie C.; Lewin, Keith M.
Titel	Who Becomes a Teacher? The Characteristics of Student Teachers in Four Countries
Quelle	In: International Journal of Educational Development, 22 (2002) 3-4, S.243-260 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/S0738-0593(01)00066-9
Schlagwörter	Teacher Education; Student Teachers; Teaching (Occupation); Teacher Education Curriculum; Teacher Education Programs; Ethnic Groups; Qualifications; Foreign Countries; Trainees; Student Characteristics; Religious Cultural Groups; Age Differences; Racial Differences; Language Usage; Parents; Employment Level; Academic Achievement; Student Teacher Attitudes; Cross Cultural Studies; Ghana; Lesotho; Malawi; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching; Lehrberuf; Ethnie; Qualifikation; Qualifikationsstufe; Ausland; Auszubildender; Weibliche Auszubildende; Kirchliche Gruppe; Religionszugehörigkeit; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Sprachgebrauch; Eltern; Beschäftigungsgrad; Schulleistung; Cultural comparison; Kulturvergleich; Trinidad und Tobago
Abstract	This paper reviews the characteristics of students entering initial training in four countries--Ghana, Lesotho, Malawi, and Trinidad and Tobago. First a brief overview of the teacher education systems is provided. Second, biographical data is reviewed on age, religious affiliation, ethnic group and mother tongue, parental occupations and academic achievement, and students' educational qualifications. Third, some insights into trainees' perceptions about teaching and the teaching profession are presented. Finally, comparisons are made for two countries on cross-sectional data comparing the perceptions of entering and exiting trainees and newly qualified teachers. The results draw attention to the qualities and perceptions that those on initial training programmes bring to the teacher education curriculum. They provide a reminder that teacher education curricula should recognise these characteristics and be designed to respond to needs that they create. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10