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Article history:
Received 9 October 2007
Received in revised form
13 December 2008
Accepted 17 March 2009
This study systematically tracked a group of 37 pre-service teachers evolving beliefs about and
perceptions of themselves and their experiences from the initial data collection prior to any experiential
base in schools through the varied phases of their professional placements involving steadily increasing
levels of professional responsibility. The results indicated that the pre-service teachers beliefs about
good teaching evolved from a belief in being in control through expertise to a belief in being in control
through charisma and building relationship with their students. The rst teaching practicum experience
dramatically challenged the beliefs of these students where the beliefs indicated immediately after the
experience to be more focussed on self rather than students. Subsequent belief structures differed in
character from both those after the rst teaching experience and from those held prior to the rst
teaching responsibility. The study also reports on the pre-service students self-efcacy beliefs in good
teaching. Gender differences are also discussed.
2009 Elsevier Ltd. All rights reserved.
Keywords:
Pre-service teachers
Evolving beliefs
School placements experiences
Good teaching
1. Introduction
2. Teacher beliefs
When students experience connected teaching they are supported in using both relational (own experiences) and impersonal (experts) ways of knowing. This interrelationship between
self and theory is characteristic of the more sophisticated ways of
knowing.
0742-051X/$ see front matter 2009 Elsevier Ltd. All rights reserved.
doi:10.1016/j.tate.2009.03.010
279
3.1. Participants
280
18 weeks of university-based instruction and 12 weeks of associated professional practice made up of three weeks of observational
eldwork and nine weeks of teaching practicum, the latter in two
blocks of four and ve weeks respectively.
The 140 secondary pre-service teachers from the whole year
group were invited to participate in the research. Ethics approval
was obtained prior to baseline collection at time 1 (see Table 1). A
cover sheet attached to the rst questionnaire included information about the research, ethics approval number and contact details
of personnel to lodge complaints should these arise. We stated that
the research was voluntary and that lling in and submitting the
questionnaire indicated consent. There was a space for the students
to ll their names and contact details if they wanted a copy of the
summary of the research. The information in the rst questionnaire
was repeated in all three subsequent questionnaires. The questionnaires were administered in an Issues in Education unit lecture
at the start of their course and immediately after (the rst day) they
come back to the university upon completion of their school
placements. The Issues in Education unit is a compulsory unit for all
these secondary pre-service teachers.
Table 1
Demographics of whole group (N 115) and matched participants (N 37) across
T1 to T4.
(a) Gender
Respondents at T1 (N 115)a
Gender
Frequency
Gender
Frequency
Male
Female
Total
43
71
114
37
62
99
Male
Female
Total
12
25
37
32
68
100
(b) Age
Respondents at T1 (N 115)a
Age
Frequency
Age
Frequency
2030
3140
> 41
Total
76
27
9
114
66
23
8
97
2030
3140
4150
Total
23
9
4
36
62
24
11
97
Male
Female
Total
2030
3140
> 41
Total
5
4
2
11
18
5
2
25
23
9
4
36
Teaching method
Frequency
Teaching method
Frequency
English
Maths
Gen. Sci.
Physics
Biology
Chemistry
Drama
SOSEb
TESLc
LOTEd
IT
VET/Teche
Othersf
35
14
12
5
16
10
14
35
33
22
5
13
14
16
6
5
2
7
4
6
16
14
10
2
6
6
English
Maths
Gen. Sci.
Physics
Biology
Chemistry
Drama
SOSE
TESL
LOTE
IT
VET/Tech
Others
15
3
2
2
3
0
6
15
13
8
0
3
4
20
4
3
3
4
0
8
20
17
11
0
4
6
a
b
c
d
e
f
Table 2
Total number of respondents to the questionnaires at T1 to T4.
Time
Questionnaire no.
Placement
No. respondents
T1
T2
T3
T4
Questionnaire
Questionnaire
Questionnaire
Questionnaire
Start of course
After eldwork (observations)
After teaching practicum I (4 weeks)
After teaching practicum II (5 weeks)
115
87
85
52
1
2
3
4
a good teacher? Please list what are for you the most important
characteristics of a good teacher
281
282
Table 3
Why pre-service teachers want to be teachers. N 37.
Why I want to be a teacher
Mean
SD
% respondents
SA/A
NS
D/SD
3.11
2.05
1.71
4.57
4.00
3.49
3.68
3.78
3.43
3.03
2.54
3.11
2.05
1.71
4.57
4.00
3.49
3.68
3.78
3.43
3.03
2.54
3.11
2.05
1.71
4.57
4.00
3.49
3.68
3.78
3.43
3.03
2.54
1.07
1.15
1.38
0.55
1.04
1.04
0.91
0.98
0.99
0.87
1.41
1.07
1.15
1.38
0.55
1.04
1.04
0.91
0.98
0.99
0.87
1.41
1.07
1.15
1.38
0.55
1.04
1.04
0.91
0.98
0.99
0.87
1.41
43
16
17
97
78
60
70
68
57
30
35
43
16
17
97
78
60
70
68
57
30
35
43
16
17
97
78
60
70
68
57
30
35
19
11
3
3
11
19
14
29
27
51
8
19
11
3
3
11
19
14
29
27
51
8
19
11
3
3
11
19
14
29
27
51
8
38
73
80
0
11
21
16
13
16
19
57
38
73
80
0
11
21
16
13
16
19
57
38
73
80
0
11
21
16
13
16
19
57
Table 4
Coded open responses: reasons for wanting to be a teacher (N 37 compared to whole cohort of N 115).
Categories
Personal Benets
Example of responses
Intellectual
Satisfaction
Stimulating Work
Job Security
Lifestyle
Capacity to be teacher
Social Benets
Others
a
N 37 Total
responses 76a
N 115 Total
responses 194a
% of responses
% of responses
32
36
25
3
9
28
9
10
8
17
6
6
11
N/A
Total responses represent all responses given by students, with most students giving more than one reason for wanting to be a teacher. The responses are not ranked.
283
Table 5
Differences in motivations to become a teacher between the under and above 30 year old pre-service teachers.
Motivations to become a teacher
df
Mean Diff.
S.E.
5) I need a job
6) I have tried other things and decided that teaching is what I really want to do
2.93
3.26
33
34
0.006
0.003
0.80
0.95
0.34
0.29
Upper
0.30
1.54
1.66
0.36
A positive mean difference or t-value indicates students 30 yrs old and below have a higher mean response than those who are more than 30 years old.
Table 6
Coded initial open responses: what is a good teacher (N 37 compared to whole cohort N 115).
Category
Example of response
N 37 Total
responses 111a
N 115 Total
responses 297a
% of responses
% of responses
Persona (positive
personality traits)
Communication
Subject matter
Classroom management
Professionally skilled
51
44
14
9
4
22
16
15
5
20
a
Total responses represent all responses given by students, with most students giving more than one attribute of a good teacher. Only 2 participants did not respond to this
question. The responses were not ranked.
284
Table 7
Factor analysis of beliefs of what good teachers are from T1 to T4. (Factor Loadings with values below /0.400 are not displayed. Only components with Cronbachs alpha greater
than 0.6 are shown).
Good teachers.
T1
T2
T3
T4
Constructs
Constructs
Constructs
Constructs
1 achieve
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
2 control
1 control
0.54
2 achieve
0.58
0.68
0.79
0.61
0.57
0.53
0.47
0.60
1 control
2 achieve
1 achieve
2 control
3 control
0.71
0.78
0.55
0.48
0.74
0.75
0.55
0.70
0.68
0.71
0.52
0.70
0.67
0.55
0.53
0.58
0.53
0.62
0.71
0.50
0.56
0.79
0.61
0.53
0.64
0.75
0.55
0.70
0.48
0.52
0.61
0.59
0.43
0.64
0.61
0.56
0.57
0.58
0.40
0.63
0.44
0.46
0.73
0.58
0.46
0.45
0.46
0.48
0.41
0.42
0.77
0.55
0.77
0.66
0.75
0.80
0.79
0.59
0.71
0.77
0.64
0.44
0.72
0.74
0.73
0.61
ANOVA was carried out for these two groups. Table 9 contains only
those items where signicant differences were found. As shown in
Table 9, there are two items each that showed signicant differences
(p < 0.05) for either the gender or the age group factors. Gender
differences are seen for items 23 (have obedient students) and 25
(set different goals for different students).
Fig. 1 shows where the differences are with the means over time
in relation to gender. For both statements, female pre-service
teachers beliefs were quite steady over T1 to T4. The male preservice teachers beliefs in have obedient students were more
positive (higher mean values) after the observation round T2 but
declined steadily at T3 and T4. Their beliefs in the statement that
good teachers set different goals showed mean values decreasing
a little after the observation round prior to T2 but was substantially
higher at T3 and T4. As they gained more teaching experiences, the
male pre-service teachers appeared to acknowledge more that
there are differences in abilities in a classroom and that having
obedient students is not necessarily an attribute of a good teacher.
For the female pre-service teachers increasing experiences as
teachers appeared to lead them to believe more strongly in good
teachers having obedient students but not to change substantially
in their relatively strong belief in the need to set different goals for
Table 8
Repeated measures ANOVA over T1T4 of what good teachers are.
Good teachers.
T1 vs T2
Diff in means
12.
14.
16.
18.
19.
28.
30.
31.
32.
0.33
0.41
T2 vs T3
T3 vs T4
p-value
Diff in means
p-value
0.474
0.324
0.038
0.242
0.729
0.124
0.762
0.023
0.535
0.22
0.22
0.030
0.030
0.676
0.173
0.048
0.000
0.011
0.608
0.078
0.25
0.69
0.44
Diff in means
0.44
0.46
0.35
p-value
0.800
0.413
0.812
0.007
0.343
0.007
0.921
0.720
0.031
p-values
time agegroup
time gender
21
23
25
27
0.028
0.818
0.162
0.030
0.094
0.048
0.035
0.682
5.0
male
285
steady over the four times, while the above 30 year olds belief
dropped sharply from T1 (mean 2.54) to T2 (mean 1.69). For this
group of students, the T2 mean value held quite steady after
practicum experiences T3 and T4. For both age groups, their beliefs
evolved to acknowledge the human nature of teachers, who may
not necessarily know how to teach well in all situations and who
are not perfect but can make mistakes.
These two areas of age and gender-associated differences
indicate that some beliefs change quite substantially in the course
of the year and not uniformly for people undergoing the same
5.0
female
4.0
4.0
3.0
3.0
2.0
2.0
1.0
1.0
0.0
male
female
0.0
T1
T2
T3
T4
T1
T2
T3
T4
experience. The small numbers and lack of distinctiveness of variables such as overseas education meant that only age and gender
could be analysed quantitatively. Teaching methods did not
signicantly relate to changes in beliefs.
4.4. Pre-service teachers beliefs about their own
strengths and needs
4.4.1 Strengths
In the responses to the open question as a teacher, what do you
think are your strengths? about half of the responses given by the
students focussed on personality traits across the four times (see
Table 10). Being kind, caring, dedicated, organised, compassionate,
committed and enthusiastic are the traits that featured more
strongly in their responses. This is consistent with their perceptions
of what a good teacher is (see Table 6). These affective/emotional
attributes, viewed as positive characteristics of good teachers
by pre-service teachers are consistent with numerous research
ndings in this area (Artiles & Trent, 1990; Weinstein, 1990;
Witcher & Onwuegbuzie, 1999).
5.0
5.0
4.0
4.0
3.0
3.0
2.0
2.0
1.0
1.0
0.0
0.0
T1
T2
T3
T4
T1
T2
T3
27) ...don't make mistakes
T4
286
Table 10
Coded responses of pre-service teachers beliefs of their own strengths as teachers. N 37.
Categories
T2 Total
T3 Total
T4 Total
T1 Total
responses 82a responses 68a responses 70a responses 78a
Examples of responses
Relating
Have good interpersonal skills, able to relate to students, build good rapport,
to students
gain respect, have good people skills, able to engage and/or motivate students,
Communication
Good listener, condence in public speaking, able to explain complex things
Subject matter
Knowledgeable, passionate about subject, expert in subject
Persona (positive Kindness, patience, motivated, imaginative, exible, sensitive, caring,
personality
committed, creative, hardworking, fair, clear, calm, wise, compassionate,
traits)
motivated, rational, assertive, dedicated, condent, enthusiastic, humorous,
organised, reective, condent
Others
Life experience, teaching experience, willing to learn, maturity, teaching
strategies, beliefs e.g. education is important, research skills, like children,
youth, making a difference, controlling class
% of responses
% of responses
% of responses
% of responses
12
15
24
23
16
15
45
13
12
43
9
10
44
4
7
52
12
17
13
14
a
Total responses represent all responses given by students, with most students identifying more than one strength. All students responded to this question in all the four
questionnaires. The responses are not ranked.
Table 11
Coded responses of pre-service teachers beliefs of things I need to know before the next school experience. N 37.
T2 Total
responses 46a
T3 Total
responses 49a
% of responses
% of responses
% of responses
18%
11%
30%
17%
11%
37%
25%
12%
30%
11%
11%
7%
30%
24%
26%
Categories
Examples of responses
T1 Total
responses 61a
Classroom management
Lesson plans
Managing student
learning
Condence
School policies &
environment
a
Total responses represent all responses given by students, with most students identifying more than one need. All students responded to this question in all the three
questionnaires. The responses are not ranked.
b
Victorian Curriculum Standards Framework & Victorian Essential Learning Standards.
287
Table 12
Coded responses of pre-service teachers beliefs of their own weaknesses as teachers at T4.
Categories
Examples of responses
Classroom management
23%
% of responses
Self-management
Curriculum management
School policies & environment
57%
15%
5%
a
Total responses represent all responses given by students, with most students identifying more than one need. Three students did not respond to this question. The
responses are not ranked.
288
Open questions:
1. Why do you want to be a teacher? Please identify the reasons
that were most important in your decision to become a teacher.
2. What makes a good teacher? Please list what are for you the
most important characteristics of a good teacher.
3. As a teacher, what do you think are your strengths?
4. What do you most need to know before your next placement in
a school?
Q4 is replaced by As a teacher, what do you think are your
weaknesses? at T4.
References
Acknowledgements
This research study was supported by a grant from the Faculty of
Education, La Trobe University. We thank Hui Huang, Faith Parsons and
Ramon Lewis for their assistance with the quantitative data analysis. We
also thank the anonymous reviewers for their constructive comments.
Appendix. (survey statements about good teachers)
Please indicate how much you agree with each of the following
statements about becoming or being a teacher. Please tick SA
(Strongly agree); or A (Agree); or NS (Not sure); or D (Disagree)
or SD (Strongly Disagree) for each item.
SA
NS
SD
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