Pedagogical Practices: Examining Preservice Teachers' Perceptions of Their Abilities
ISAIJLS Volume 35, Number 5, ISSN 0020-4277
Teachers routinely make decisions regarding the best pedagogical methods for altering students' understandings about academic content. Such practices are at the root of teaching as persuasion, and have been shown to be related to academic achievement. Yet very little research has investigated the extent to which individuals learning to be teachers (i.e., preservice teachers) feel they are capable of performing the practices underlying teaching as persuasion. As such, the purpose of this study was to examine the extent to which preservice teachers see themselves as capable of performing persuasive pedagogical practices compared to more general teaching practices as operationalized on well-researched measures of teacher efficacy. Results indicated that undergraduates enrolled in preservice teacher education courses perceived themselves as less capable of performing persuasive pedagogical practices than more generally accepted practices. In addition, preservice teachers perceived they were more capable of altering students' knowledge about content than at modifying their beliefs about content. Implications for research and practice are forwarded.
Edwards, M.N., Higley, K., Zeruth, J.A. & Murphy, P.K. (2007). Pedagogical Practices: Examining Preservice Teachers' Perceptions of Their Abilities. Instructional Science: An International Journal of the Learning Sciences, 35(5), 443-465.
Cited ByView References & Citations Map
Xianqing Bao, Shanghai Normal University, China
EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 3495–3500
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