Beliefs on the teacher professionalism and teaching models in initial teacher education

Rocío Serrano Rodríguez,Alfonso Pontes Pedrajas,Elisa Pérez Gracia

doi:10.1590/s1413-24782019240018

Rocío Serrano Rodríguez, Alfonso Pontes Pedrajas + Show 1 more

Open Access

https://doi.org/10.1590/s1413-24782019240018

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Abstract

ABSTRACT The aim of this paper is to know student teachers’ beliefs on the teaching profession as well as its relation with diverse teaching methods. A Likert scale questionnaire collected the opinions of 361 students enrolled in the master’s degree in secondary education teacher training. A descriptive methodology was applied through a questionnaire in order to collect the data. The most extended beliefs concerning the teaching profession are identified, emphasising future teachers’ interests in more practical teaching and student-centred approach. This investigation highlights the importance of including within the curriculum of pre-service secondary education teachers, activities that enable students reflect about their own beliefs regarding the teaching profession for the reasons that they are decisive to introduce changes in the teacher training curriculum.

Highlights

In the decade of 2000, the universities in Europe were preparing themselves for full convergence within the European Higher Education Area (EHEA), known as the Bologna Process
This paper focused on the term “beliefs”to refer to pre-service teachers’ideas regarding the teaching profession, since a Likert scale questionnaire composed of a set of very specific proposals on this subject has been used
The results presented in this study are part of the project2 being developed to help future secondary education teachers to explicit and discuss, in the classroom, the conceptions and attitudes related to aspects that may be useful to reflect on education and teaching activity during the initial teacher training process (Ezquerra, De-Juanas and Ulloa, 2014)

Summary

Introduction

In the decade of 2000, the universities in Europe (in Spain in 2007) were preparing themselves for full convergence within the European Higher Education Area (EHEA), known as the Bologna Process This process aimed to get harmony among European Higher Education Institutions (EHEI) and the development of students’ professional and personal competences. It brought about great and significant pedagogical and organisational changes (López, Pérez-García and Rodríguez, 2015). It undergoes a change in the focus from “teaching” on to “learning”, requiring teachers’ new academic roles and functions (López-Pastor et al, 2013), so as to improve educational quality (Du Plessis, 2015). The new professional profile of secondary education teacher provokes a debate on which skills they must acquire and develop throughout the formative period (Lorenzo Vicente, Muñoz Galiano and Beas Miranda, 2015)

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