Figure - available via license: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Content may be subject to copyright.
Source publication
This study investigated differences between the inquiring attitudes of student teachers who followed an academic programme and student teachers who followed a professional programme in teacher education. Differences between students were assessed through a survey among 260 students and interviews with nine students. Differences between the curricul...
Context in source publication
Similar publications
Students receive different types of task‐ and process‐level feedback in educational settings, but it is unclear how they perceive and use these different types of feedback they receive. In a broad and representative survey, 378 students answered questions about their experiences with feedback in college courses, their perceptions of the feedback, a...
This study aims to determine the level of students’ independent learning based on indicators of independent learning in terms of the process and management of students when they were studying. When students learn independently, it plays an important role in learning success and helping students obtained optimal learning outcomes. This research was...
This study aims at developing Secondary School Environment Motivation Scale (SSEMS) in order to analyse the motivations of the students for the environment in terms of gender, grade, socio-economic level. The data were collected from 677 secondary school students to develop the scale and 1775 secondary school students for the survey study. SSEMS wa...
Why do some students independently use Quizlet often, while others rarely seem to log in? What are the motivational factors that may influence student use of Quizlet outside of a classroom setting? These are the questions that the current research seeks to answer. A survey of 27 English language learners regarding the frequency and length of Quizle...
The nature of the links between students’ motivation and their perception of parental concern about school performance is still controversial, and whether these links affect long-term self-directed learning behaviors and academic performance remains unclear. We tested the reciprocal associations between parental concern about performance and studen...
Citations
... master's studies), which, by their very nature, are designed to educate student teachers by bringing them into a close relationship between current practice, scholarship, and research (Dixon, Hawe, and Grudnoff 2024;Toom and Husu 2024). This inherent connection 'facilitates both critical interrogation of evidence and arguments, and opportunities to draw from a wide range of evidence to make informed decisions about pedagogy' (Glazzard and Tate 2024, 406; see also Baan, Gaikhorst, and Volman 2020;van Katwijk, Jansen, and van Veen 2023;Moura et al. 2024). However, some studies caution that research activities in the ITE curricula too often consist of 'restricted courses on basic research knowledge and skills', which may be insufficient for empowering pre-service teachers to embrace research-informed practice (van der Linden et al. 2015, 5). ...
... The professional development of quality madrasa (Islamic school) teachers shows an increasing trend towards a student-centred profession and teaching and learning process. In the teaching profession, including the principles of autonomy and self-regulation in their daily functions, they must realize the need for professionalism and the ability to direct continuous learning for the success of the future profession [1]- [4]. One of the areas in which madrasa teachers show responsibility is teaching development, referring to the commitment to professionalism of teachers, especially regarding motivation for continuous professional development to develop skills to succeed in the future profession. ...
Many research has been done on professional madrasa (Islamic school) teachers, but incorporating Islamic values and motivation for continuous professional development into them has been neglected. This study aims to determine Islamic professional madrasa teachers based on motivation for continuous professional development in the teaching for future profession. This study used a phenomenological research design, and involving 16 aliyah madrasa teachers as informans. Data was collected by conducting interviews with madrasa teachers and analyzed using a systematic design. This research shows that Islamic professional madrasa teachers are related to prophetic abilities based on Islamic values, moral, and related to human functions as khalifah (leader), imarat al-ard (manage the world), and ‘abdullah (servant who worships Allah). Madrasa teachers view the motivation for future professional involvement in professional Islamic teachers as involvement in self-development through continuous learning, trying to be the best in every activity and fighting endlessly in educating students, anyone who has sincere intentions and has the desire for continuous learning and self-development both academically and non-academicly, training or workshops and also seminars and includes involvement in various forums for future professional development. Teaching is an inseparable part of getting blessings from God (Allah SWT). Utilizing technology to develop learning materials, learning methods, learning evaluation, and others that support the competency of madrasa teachers. Self-improvement has role models that are emulated and practiced in learning.
... The professional development of quality madrasa teachers shows an increasing trend towards a student-centered profession and teaching and learning process. In the teaching profession, including the principles of autonomy and self-regulation in their daily functions, they must realize the need for professionalism and the ability to direct continuous learning for the success of the future profession [1]- [4]. One of the areas in which madrasa teachers show responsibility is teaching development, referring to the commitment to professionalism of teachers, especially regarding indigenous knowledge of Malay culture to develop skills to succeed in the future profession. ...
span>Same research has been done on professional madrasa teachers, but incorporating Islamic values and indigenous knowledge of Malay culture into them has been neglected. This study aims to determine Islamic professional madrasa teachers based on indigenous knowledge of Malay culture in the teaching for future profession. This study used a phenomenological research design involving 16 madrasa teachers as informants. Data was collected by conducting interviews with madrasa teachers and analyzed using a systematic design. This research shows that Islamic professional madrasa teachers are related to prophetic abilities based on Islamic values, moral, and related to human functions as khalifah, imarat al-ard , and ‘ abdullah . Indigenous knowledge of Malay culture is an integral part of developing Islamic professional madrasa teachers, contribute to producing attitudes there are in accordance with Islam and having commendable qualities. Madrasa teachers have the ability the rules of Fiqh: al-‘adatu muhakkamat, istihsan, ‘urf, and maslahah al-mursala h to integrate Malay cultural values in learning materials. Self-control, ukhuwah , religious moderation, and an attitude of pluralism contained in Malay culture are the basis for the personality competence of Islamic professional madrasa teachers in learning. This research has implications for developing theories of professional Islamic madrasa teachers for the future profession.</span
... Professional teacher not only conveys knowledge but also attitudes and behaviors that are expected to possess as professionals. This includes enhancing service provision, increasing knowhow, offering direction and enhancing interaction with students and the community (Baan, Gaikhorst, & Volman, 2020). ...
... With the shifts in research paradigms to cognitive-oriented paradigms, the relationship between teacher education and teacher attitudes has received some attention (Tsui, 2011). Research has demonstrated that the impact of a positive relationship between a teacher's education and their positive attitudes towards teaching and students (Baan et al., 2020) and how their attitudes, in turn, influences their students' emotions, behaviour, and academic outcomes (Blazar & Kraft, 2017). ...
This study explores South Korean pre-service primary teachers’ attitudes towards gifted students and gifted education. Qualitative focus group interviews were conducted with 13 South Korean undergraduates who were in their final year of a primary education. Analysis of the interviews revealed that culture was a major factor that had affected the pre-service teachers’ attitudes towards gifted education. Even though the participants agreed with the necessity of gifted education to meet gifted students’ distinctive intellectual and emotional needs, they tended to have negative attitudes towards the gifted education in South Korea because of the highly competitive educational atmosphere. The South Korean pre-service teachers admitted that taking a gifted education course could be somewhat helpful but not enough. They suggested that there should be more elective gifted education course offerings and that the current compulsory special education courses should devote more time and space to gifted education.
... Overall, the attitude that a teacher has about the teaching profession affects his or her day-to -day job performance (Baan, Gaikhorst & Volman, 2020). In that respect, teacher's attitude towards teaching influences his/her teaching. ...
The study examined pre-service teachers' preparedness to teach using a sample of final-year students (n=454) in a Tanzanian teacher education university. The study measured pre-service teachers' preparedness to teach using four dimensions-internal locus of control, self-efficacy, attitude towards the teaching profession and attitude towards teaching subjects. With exceptions of relatively low teachers' attitude towards the teaching profession, results indicated that student teachers have higher levels of self-efficacy, positive internal locus of control and positive attitude towards teaching subjects. Also, a significant difference (p ˂ 0.05) was found between teaching subjects on the dimension of locus of control with social science majors having higher locus of control than science and mathematics majors. Future employment intentions had significant impacts (p ˂ 0.05) on student teachers' attitude towards teaching with those intending to work in non-teaching sector having significantly lower attitude. Regression results indicated that working with students and pre-service teachers' persistence were strong predictors of overall pre-service teachers' attitude towards teaching (R² = 0.319). Results further revealed that 40.2 % of pre-service teachers regret that they chose the teaching profession and 56.2% are not intending to work as teachers after graduation.
... This assumption is also consistent with findings from longitudinal studies on belief change during teacher education, showing that beliefs toward the structure and utility of scientific content may still develop across initial teacher education toward more sophisticated epistemological beliefs (Bleck & Lipowsky, 2020;Ferguson & Lunn Brownlee, 2018;Knight, 2015;Walker, Brownlee, Whiteford, Exely, & Woods, 2012). Studies explicitly focusing on the acquisition of research-related knowledge have shown that it can promote positive beliefs toward this knowledge (Baan, Gaikhorst, & Volman, 2020;Niemi & Nevgi, 2014;van der Linden, Bakx, Ros, Beijaard, & Vermeulen, 2012;van der Linden, Bakx, Ros, Beijaard & van den Bergh, 2015). ...
... To convey favourable beliefs to future teachers, however, it seems necessary to implement a systematic approach to linking scientific knowledge and practice within the teacher education curriculum. A study by Baan et al. (2020) showed that pre-service teachers involved in a teacher education programme with a focus on academic educational research and methodological education held more favourable beliefs toward research and valued research more than those participating in a programme with a stronger focus on teaching practice. Niemi and Nevgi (2014) investigated the effects of research-based learning in teacher education programmes on professional competences and growth toward evidence-based practices. ...
Research shows that beliefs such as scepticism toward the relevance of scientific content can hinder teachers’ evidence-based practices. Despite this consequence of scepticism, little is known about its predictors. Therefore, we first analysed the relationship between scepticism toward the relevance of scientific content and preferred information sources with a sample of 332 teachers: Scepticism led to a lower preference for scientific sources. Second, we examined characteristics of professional competence as possible predictors of scepticism. We found that scepticism was lower among enthusiastic teachers, but it was higher when teachers believed in inborn teaching competences or were low academic achievers.
... For example, a recent special issue of the European Journal of Teacher Education brought the themes together in order to consider their interconnections and the tensions among them (Menter & Flores, 2020). Regarding the relationship between research and practice, attention has been drawn to research-based teacher education, although it is still somewhat unclear what this means in different contexts and countries (Alvunger & Wahlström, 2018;Baan et al., 2019Baan et al., , 2020Puustinen et al., 2018;Steele, 2018). ...
... However, they argue that research-based studies should be developed with wider relevance to the teaching profession. These findings are confirmed by other studies showing that student teachers find it difficult to relate their research-based activities to the knowledge and skills they need for teaching practice (Afdal & Spernes, 2018;Baan et al., 2020;Puustinen et al., 2018). In a study by Afdal and Spernes (2018), it was further evident that the ones who did saw it as a shift in their way of thinking rather than in their transferable knowledge and skills. ...
... They argued that the assignment was remote from teachers' daily work and, hence, of little relevance for the profession. This perspective can be related to previous research on student teachers' challenges in connecting research-based activities gained in teacher education to teaching and classroom activities (Afdal & Spernes, 2018;Baan et al., 2020;Puustinen et al., 2018). However, studies have also shown that student teachers' motivation for research-based activities can be enhanced by connecting their research projects to educational practices (Baan et al., 2019;Ulvik & Riese, 2016). ...
The aim of Norway’s reformed teacher education programme is to educate research-literate teachers who are able to integrate research-based knowledge into classroom experiences. Based on this, the aim of the present study was to gain deeper insight into
student teachers’ experiences of working on their research and development (R&D) assignments in order to obtain a better understanding of the process from their perspective. More specifically, their experiences of working on the R&D assignments
before, during and after the writing process were investigated through essays. Data were collected from 59 informants from two teacher education institutions, and 137 essays were analysed in line with a thematic analytical approach. The student teachers’
experiences of working on the R&D assignments were related to two themes: a positive and challenging process, and research and teacher relevance. In line with these themes,
the R&D assignments should be organised so as to provide enough support for student teachers alongside the appropriate tools for managing the research task. Furthermore, R&D assignments within teacher education can be seen as a route towards connecting
research and practice and further developing research-literate teachers.
... Generally, student teachers appreciate research-based education but find a weak relation between scientific theses and the teaching profession (Eklund et al., 2019). This result aligns with previous studies, in which student teachers found it difficult to relate research-based activities to knowledges and skills they need for teaching practice (Afdal & Spernes, 2018;Baan et al., 2020). Recent evaluations of research-based learning activities in an international perspective showed that student teachers considered research projects to be quite unnecessary and irrelevant for their future teaching profession (Nikolov et al., 2020). ...
... Based on the analysis, we argue for the arts-based educational master's thesis' relevance for the teaching profession, as it can promote the integration of theory and practice, foster be(com)ing-teacher and learning to teach, and prompt an analytical approach to the students' teaching and teacher role (Ewing & Hughes, 2008;Lillejord & Børte, 2017;Ulvik & Riese, 2016). Conducting arts-based educational master's theses can support students, as the topic can be meaningful for them and later brought into their future teaching practices (Afdal & Spernes, 2018;Baan et al., 2020;Everton et al., 2020). ...
Arts-based research has been proposed to be a new paradigm in teacher education, but research on supervising arts-based educational research in master’s theses in education remains scarce. Recently, researchers have begun re-thinking supervision with relational, more-than-human ontologies, acknowledging that it encompasses doings and relational becomings produced by a multiplicity of human and non-human bodies. However, little attention has been given to the becoming for both student and supervisor, and this research has been limited to doctoral supervision. Originating through a student–supervisor relationship, the study explored the entangled supervision/thesis writing processes to produce an understanding of arts-based educational master’s thesis supervision in teacher education. The analytical questions were: (1) What doings make a difference when supervising and writing an arts-based educational master’s thesis, and (2) what are their opportunities and challenges for teacher education? A diffractive analysis produced doings of thinking-together with/in theory and arts-based educational research practice, be(com)ing-teacher and be(com)ing-supervisor, and be(com)ing-with-the-thesis. The doings focused on the master’s thesis project but extended its boundaries. The doings drew on the past concerning previous experiences and knowledges, were fueled by present mutual interests, and affected future teaching practices. The study holds implications by providing valuable insights into ABER supervision in teacher education
... With the shifts in research paradigms to cognitive-oriented paradigms, the relationship between teacher education and teacher attitudes has received some attention (Tsui, 2011). Research has demonstrated that the impact of a positive relationship between a teacher's education and their positive attitudes towards teaching and students (Baan et al., 2020) and how their attitudes, in turn, influences their students' emotions, behaviour, and academic outcomes (Blazar & Kraft, 2017). ...
This study explores South Korean pre-service primary teachers’ attitudes towards gifted
students and gifted education. Qualitative focus group interviews were conducted with 13
South Korean undergraduates who were in their final year of a primary education.
Analysis of the interviews revealed that culture was a major factor that had affected the
pre-service teachers’ attitudes towards gifted education. Even though the participants
agreed with the necessity of gifted education to meet gifted students’ distinctive intellectual
and emotional needs, they tended to have negative attitudes towards the gifted
education in South Korea because of the highly competitive educational atmosphere. The
South Korean pre-service teachers admitted that taking a gifted education course could
be somewhat helpful but not enough. They suggested that there should be more elective
gifted education course offerings and that the current compulsory special education
courses should devote more time and space to gifted education.
