Effects of Pre-service Teacher Learning and Student Teaching on Teacher Education
The purposes of this research were to investigate and examine the effects of pre-service teacher learning and student teaching on teacher education. Three hundred and ten out of 349 intentionally selected participants responded to a two-dimensional survey. The gender, nationality, marital status, ag...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Maadi M AlAjmi [verfasserIn] |
|---|
| Format: |
Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2016 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Educational research quarterly - Grambling, La., 1976, 39(2016), 4, Seite 43 |
|---|---|
| Übergeordnetes Werk: |
volume:39 ; year:2016 ; number:4 ; pages:43 |
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| 520 | |a The purposes of this research were to investigate and examine the effects of pre-service teacher learning and student teaching on teacher education. Three hundred and ten out of 349 intentionally selected participants responded to a two-dimensional survey. The gender, nationality, marital status, age, and academic year had no significant effects, but pre-service teacher learning (71%) and student teaching (75%) had significant influential effects on teacher education. In two academic majors (English education and geology education), pre-service teacher learning student teaching and teacher education had significant influential effects. In light of our results, the discussion addresses the influential effects found in this research compared to previous research findings and makes recommendations both for administrators in the University's teacher-education programs and for future research intended to improve the quality of teacher-education programs through the development of and/or improvements to pre-service teacher learning and student teaching as complementary components of teacher education. | ||
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The purposes of this research were to investigate and examine the effects of pre-service teacher learning and student teaching on teacher education. Three hundred and ten out of 349 intentionally selected participants responded to a two-dimensional survey. The gender, nationality, marital status, age, and academic year had no significant effects, but pre-service teacher learning (71%) and student teaching (75%) had significant influential effects on teacher education. In two academic majors (English education and geology education), pre-service teacher learning student teaching and teacher education had significant influential effects. In light of our results, the discussion addresses the influential effects found in this research compared to previous research findings and makes recommendations both for administrators in the University's teacher-education programs and for future research intended to improve the quality of teacher-education programs through the development of and/or improvements to pre-service teacher learning and student teaching as complementary components of teacher education. |
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The purposes of this research were to investigate and examine the effects of pre-service teacher learning and student teaching on teacher education. Three hundred and ten out of 349 intentionally selected participants responded to a two-dimensional survey. The gender, nationality, marital status, age, and academic year had no significant effects, but pre-service teacher learning (71%) and student teaching (75%) had significant influential effects on teacher education. In two academic majors (English education and geology education), pre-service teacher learning student teaching and teacher education had significant influential effects. In light of our results, the discussion addresses the influential effects found in this research compared to previous research findings and makes recommendations both for administrators in the University's teacher-education programs and for future research intended to improve the quality of teacher-education programs through the development of and/or improvements to pre-service teacher learning and student teaching as complementary components of teacher education. |
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The purposes of this research were to investigate and examine the effects of pre-service teacher learning and student teaching on teacher education. Three hundred and ten out of 349 intentionally selected participants responded to a two-dimensional survey. The gender, nationality, marital status, age, and academic year had no significant effects, but pre-service teacher learning (71%) and student teaching (75%) had significant influential effects on teacher education. In two academic majors (English education and geology education), pre-service teacher learning student teaching and teacher education had significant influential effects. In light of our results, the discussion addresses the influential effects found in this research compared to previous research findings and makes recommendations both for administrators in the University's teacher-education programs and for future research intended to improve the quality of teacher-education programs through the development of and/or improvements to pre-service teacher learning and student teaching as complementary components of teacher education. |
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