NDLI: The educational preparation of student teachers: does it make a difference?

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The educational preparation of student teachers: does it make a difference?

Content Provider	Semantic Scholar
Author	Flens, Petra Helms-Lorenz, Michelle Maulana, Ridwan Grift, Wim Van De
Copyright Year	2016
Abstract	High quality of education is, in large part, the consequence of effective teachers. Teacher effectiveness is an important topic in the field of educational research. Several studies have indicated a large range of activities teachers can undertake to improve their students’ outcomes. Since education is a good start to learn about the job, a number of scholars state that teacher education programs have a major influence on teacher quality. Not only the skills of a beginning teacher, also his/ her professional development later in their career is influenced by the pre-service teacher education program. However, little is known about the contribution pre-service teacher education programs make to teacher effectiveness. The aim of this study is to provide insights into specific features of pre-service teacher education programs that significantly contribute to effective teaching once the students start their career as a teacher. Findings are reported from a study among 304 beginning teachers at secondary schools who completed their pre-service teacher education programs at 6 different universities in The Netherlands. A Monte Carlo based permutation test was performed to estimate the effects of differences between pre-service teacher education programs on several indicators of effective teaching. Differences between teacher education programs are discussed. Directions for further research as well as suggestions for policy makers are provided.
File Format	PDF HTM / HTML
Alternate Webpage(s)	https://www.rug.nl/research/portal/files/40797917/IFSFlenspaper.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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