The Pedagogical Beliefs of Pre-Service and In-Service Teachers: Professional Role and Teaching Personality

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Author(s): Jeff McLaughlin (West Chester University of Pennsylvania, West Chester, USA)
Copyright: 2021
Volume: 4
Issue: 1
Pages: 16
Source title: International Journal of Teacher Education and Professional Development (IJTEPD)
Editor(s)-in-Chief: Molly Y. Zhou (Dalton State College, USA)
DOI: 10.4018/IJTEPD.2021010101

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

The Teacher Self Inventory is an instrument for measuring aspects of teachers' beliefs and self-perceptions. Using this instrument, the perceptions and beliefs of elementary classroom teachers and pre-service (undergraduate) teachers were assessed. In addition, semi-structured interviews were conducted with volunteers from both the in-service and pre-service groups. The main goal of this mixed-methods study was to explore various dimensions of teachers' beliefs and also to compare practicing (in-service) elementary classroom teachers' responses and reflections to those of pre-service teachers. The results indicate several trends in teacher beliefs and several points of comparison between in-service teachers and pre-service teachers. A discussion concludes with implications for teaching and suggestions for further research.

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The Pedagogical Beliefs of Pre-Service and In-Service Teachers: Professional Role and Teaching Personality

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