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Changes in beliefs regarding good teachers and the characteristics of child development of primary education students / Helena Smrtnik Vitulič in Irena Lesar

Helena Smrtnik Vitulić and Irena Lesar (2017) Changes in beliefs regarding good teachers and the characteristics of child development of primary education students / Helena Smrtnik Vitulič in Irena Lesar. CEPS Journal, 7 (4). pp. 185-205. ISSN 1855-9719

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    Abstract

    In a longitudinal study, we determine the beliefs of primary education students regarding the factors of academic achievement, good teachers, and the developmental characteristics of children, and we present which experiences mostly shape these beliefs. The same group of students (N = 59) completed the same questionnaire at the beginning of their first year and then at the end of their postgraduate studies. At both measurements, the students stated that the pupils themselves are the most responsible for their academic achievement (approximately 33%). At the beginning of the study, the students mostly showed idealised beliefs regarding what makes a good teacher, such as he/she is self-controlled and calm in all situations; he/she likes all children equally, etc. At the end, the results showed a reshaping of most idealised beliefs about what makes good teachers towards more realistic ones. Regarding the developmental characteristics of children, at the beginning and at the end of their studies the students had similar beliefs that heredity and environment contribute to an individual’s development. At the end of their studies, the students are significantly less convinced that experience from an early age decisively influences their further development, that there are no major differences in cognitive abilities of pupils of the same class, that a child who knows a lot of information is clever, and that school is not a place for the expression of emotions. According to the students, direct experiences in the classroom have the most significant influence on the beliefs among all the factors that we have examined in the study.

    Item Type: Article
    Keywords: psychology, teacher, child development
    Related URLs:
    URLURL Type
    http://www.cepsj.si/pdfs/cepsj_7_4/pp_185-205.pdfAlternative location
    https://plus.si.cobiss.net/opac7/bib/peflj/11885897Alternative location
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 4967
    Date Deposited: 30 Jan 2018 13:00
    Last Modified: 30 Jan 2018 13:00
    URI: http://pefprints.pef.uni-lj.si/id/eprint/4967

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