Session Information
Contribution
The objective of the present study centres on identifying and classifying prospective teachers' conceptions of self-competence in teaching after a four-year university course on primary education and the relationship between their personal well-being, teaching competence and teaching practice during their undergraduate practice.A three-section questionnaire was administered to final student teachers in a university department of primary education (four-year course). The questionnaire that student teachers filled after the end of their practicum (school placement) in the phase of school teaching practice focused on affective and pedagogical aspects of their teaching, as well as self-reporting teaching competence as prospective teachers In the affective domain student teachers rated their level of stress and physical-spiritual-emotional-intellectual well-being linked to the teaching practice. In the pedagogical domain student teachers rated their teaching skills, their subjective learning progress about teaching techniques, lesson plans, aids and materials, behaviour management, co-operation with teachers at school placement and preparation on subject-knowledge from the university lectures and workshops. In addition, the final part of the questionnaire included ratings of student teachers' levels of satisfaction about the school teaching practice during their undergraduate studies and the role theory at the university played in their preparation for teaching in order to relate university preparation and student teachers' self-reported teaching competence.The theoretical background of the study lies in the framework of initial teacher education, emotional literacy, student-teacher teaching competence and links between theory and practice. QuestionnairesIn general, student teachers rated high levels of stress, a medium physical-spiritual-emotional-intellectual well-being, high teaching skills, low behaviour management skills, on average good co-operation with staff at school placement, good preparation from the university lectures and workshops on subject-knowledge with some subjects more dominant (i.e. maths) that others depending on the quality provided by the educator at the university and the role of the personal tutor as significant in linking theory to practice and supporting in the difficult times of the practicum. Self-competence in teaching still needs further work in certain areas which neither university nor teaching practice managed to cover.With the attention that has been given in recent years to emotional literacy regarding studnet teachers and teaching competence and their implications for working practices, this article seeks to contribute to a fuller understanding of the congruence of emotions on the personal well-being of student teachers, teaching competence and practicum in Greek initial teacher education programmes.Some of the refences includeed in the studyBetoret, F.D. & Artiga, A.G. (2004) 'Trainee teachers' conceptions of teaching and learning, classroom layout and exam design' in Educational Studies, 30(4), 355-372. Ivy Brember , Marie Brown , Sue Ralph (2002) 'Gender-related Causes of Stress in Trainee Teachers on Teaching Practice in the School of Education, University of Manchester, UK' in Westminster Studies in Education, 12(2), 175-186. Hascher, T. Cocard, Y. & Moser, P. (2004) 'Forget about theory-practice is all? Student teachers' learning in practicum' in Teachers and Teaching:theory and practice, 10(6), 623-637 Nettle, E.B. (1998) 'Stability and change in the beliefs of student teachers during practice teaching' in Teaching and Teacher Education, 14, 193-204.Shallcross, T., Spink, E., Stephenson, P., Warwick, P. (2002) 'How primary trainee teachers perceive the development of their own scientific knowledge: links between confidence, content and competence?' in International Journal of Science Education, 24(12), 1293-1312. Smith, J.D.N. (2005) 'Understanding the beliefs, concerns and priorities of trainee teachers: a multi?disciplinary approach' in Mentoring & Tutoring: Partnership in Learning, 13(2), 205-219.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.