A University and Middle-School Partnership: Preservice Teachers' Attitudes Toward ELL Students

2009 ◽  
Vol 48 (4) ◽  
pp. 337-349 ◽  
Author(s):  
Doris Walker-Dalhouse ◽  
Vonnie Sanders ◽  
A. Derick Dalhouse
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Ell Students ◽  
School Partnership ◽  
Teachers Attitudes

The Study of Relationship Between Pre-Service Teachers' Self-Efficacy Beliefs and Attitudes Towards the Teaching Profession

2021 ◽  
pp. 23-32
Author(s):  
Şenol Şen
Keyword(s):  
Preservice Teachers ◽  
Regression Analysis ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Attitude Scale ◽  
Teaching Profession ◽  
Sense Of Efficacy ◽  
Correlational Research ◽  
Teachers Attitudes ◽  
The Relationship

The purpose of this study was to examine the relationship between preservice teachers' attitudes towards the teaching profession (ATP) and teachers' self-efficacy beliefs (TSEB). In particular, the study aimed to understand the effect of preservice teachers' self-efficacy beliefs (TSEB), age, gender and discipline on their attitudes towards the teaching profession (ATP). The study was conducted with a correlational research design. Sample for the study comprised 157 preservice teachers attending a public university. Attitude Scale towards the Profession of Teaching (ASPT) and the Teachers' Sense of Efficacy Scale (TSES) were used as tools for data collection. The data were analyzed using correlation and multiple regression analysis techniques. The results showed that there were positive and significant relations between the variables selected for the study. Regression analysis revealed that preservice teachers' selfefficacy beliefs (TSEB) have a positive and significant effect on their attitudes towards teaching profession (ATP).

Influencing Preservice Teachers’ Attitudes About Working With Low-Income and/or Ethnic Minority Families

2012 ◽  
Vol 47 (4) ◽  
pp. 801-834 ◽  
Author(s):  
Ellen S. Amatea ◽  
Blaire Cholewa ◽  
Kacy A. Mixon
Keyword(s):  
Preservice Teachers ◽  
Ethnic Minority ◽  
Low Income ◽  
Research University ◽  
Role Expectations ◽  
Study Results ◽  
Minority Families ◽  
Teachers Attitudes ◽  
Ethnic Minority Families ◽  
Large Research

There is a growing literature revealing the complexity of family–school relationships and the significant power imbalances and mismatches between the role expectations of caregivers and teachers who differ by class and race. This study investigates a course at a large research university in the Southeastern United States designed to influence the attitudes of preservice teachers (PSTs) about how they might work with low-income and/or ethnic minority families. Study results on 138 PSTs demonstrate that, after completing the course, their attitudes were less stereotypic, they were more confident about using family-centric involvement practices, and conceptualized student’s problems in less blaming terms.

scholarly journals Preservice History Teachers’ Attitudes towards Identity Differences

2017 ◽  
Vol 7 (3) ◽  
pp. 11
Author(s):  
Fatih Yazici
Keyword(s):  
Preservice Teachers ◽  
History Education ◽  
Mutual Understanding ◽  
History Teachers ◽  
History Curriculum ◽  
Attitudes And Perceptions ◽  
Identity Attitudes ◽  
Limited Scale ◽  
Teachers Attitudes ◽  
Current History

The ongoing changes in history education in support of diversity have an effect on Turkey even if on a limited scale. Although the current history curriculum in Turkey promotes the identity transmission instead of respecting different identities, it also has some goals such as “teaching the students about basic values including peace, tolerance, mutual understanding, democracy, and human rights, and making them sensitive about maintaining and improving these values”, which is compatible with the contemporary understanding of history education. However, it must be noted that the attitudes and perceptions of teachers are as important as their presence in curriculum in terms of reaching the aims of history education. The aim of this study was to reveal preservice history teachers’ attitudes towards identity differences. Identity Attitudes Scale (IAS), which was developed by Yazici (2016) to measure the attitudes towards identity differences, was conducted on 314 preservice history teachers. Preservice teachers’ attitudes towards identity differences in terms of gender, and their ethnic, religious and political identities were examined using t-test and one-way variance analysis. As a result, it was found that the variables had effect on preservice teachers’ attitudes at varying rates.

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