Section archive - Preservice Teachers

This article presents findings from a questionnaire which was developed to explore students’ perceptions of career guidance by teachers during career conversations. Data were collected from 579 students from vocational schools in the Netherlands. Four different guidance profiles of teachers were identified. It was also found that during career conversations, teachers and students hardly talk about career subjects and mostly about school subjects.

The purpose of this study was to determine the longitudinal changes in the attitudes of pre-service primary education teachers towards teaching as they progressed through training. The findings show that both positive and negative changes are observed in the attitudes of student teachers towards teaching during the teacher education period. Student teachers mention teaching practices, cooperating teachers, the training programme and supervising teachers as the reasons for these changes.

The purpose of the current study was to examine the effectiveness of a combined cognitive–affective intervention on female pre-service teachers’ attitudes, knowledge, and anticipated professional behaviors regarding homosexuality and gay and lesbian issues, as they relate to students and their families. Sixty-seven female preservice teachers were randomly assigned either to a control group or an experimental group. Following a combined cognitive–affective intervention, female pre-service teachers showed improved knowledge and more positive attitudes toward gay men and lesbians. However, pre-service teachers who did not participate in the intervention did not evidence any change in attitudes.

This study examined changes and continuities in how secondary teacher preparation programs and preservice teachers conceptualized the content and sequence of field-based teacher preparation.