Pre-service teachers' performance from teachers' perspective and vice versa: behaviors,attitudes and other associated variables |
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| Authors: | Raimundo Castaño Raquel Poy Raluca Tom?a Noelia Flores |
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| Institution: | 1. Facultad de Educación, Universidad Pontificia de Salamanca, Salamanca, Spain;2. Facultad de Educación, Departamento de Didáctica General, Específicas y Teoría de la Educación, Universidad de León, León, Spain;3. Faculty of Psychology and Educational Sciencies, Department of Psychology, University of Bucharest, Bucharest, Romania;4. Facultad de Psicología, Department of Personalidad, Evaluación y Tratamiento Psicológicos, Universidad de Salamanca, Salamanca, Spain |
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| Abstract: | In a rapidly changing world, the mission of education deserves some reflection. Mutual understanding and assessment between trainers and trainees offers a way to promote discussion concerning goals, values, and strategies that should be promoted at schools. This study offers the views of 153 pre-service teachers and their respective trainers during their practicum. We aimed to determine if an association exists between the scores of pre-service teachers and teachers regarding behaviors and attitudes shown by the first. We also want to analyze the extent to which pre-service teachers rate the importance of different educational strategies as well as the extent to which teachers use these strategies in their daily work. We also aim to determine to what extent self-rated behaviors and attitudes of pre-service teachers are associated to their ratings on importance and utilization of different educational strategies. Two questionnaires were utilized to gather the data. Results revealed higher scores on self-evaluation than others’ evaluations; utilization of diverse educational strategies was associated to evaluations on pre-service students’ responsibility, ability to detect and meet students’ needs, and final grade in practicum. Association between pre-service teachers’ self-evaluation and evaluation on the importance of different educational strategies revealed large associations between climate for the expression of ideas, teaching methodology, and the importance given to using language appropriate to the level of the students. Average ratings on importance and utilization of different teaching strategies resulted in high scores, with utilization of teaching methodologies obtaining the lowest scores. Gender resulted in significant differences on importance, with women scoring higher than men. Importance scores were significantly higher than utilization scores. High associations were found between self- and others’ evaluations on values related to compliance with rules, as well as on behaviors associated to maintain order and discipline in the classroom. Differences in views of teaching, importance, and utilization of different teaching strategies should be debated in order to advance our understanding of effectiveness of educational practices. |
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| Keywords: | pre-service teachers elementary school teachers educational strategies evaluation reflective teaching practicums |
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