What skills should a future teacher develop during their time at university?

Perception of student teachers on ente- ring their initial teacher training programmes

Authors

  • Marta Quiroga Lobos Pontificia Universidad Católica de Valparaíso
  • Paula Soto Lillo Pontificia Universidad Católica de Valparaíso
  • Jessica Medina Pérez Pontificia Universidad Católica de Valparaíso

DOI:

https://doi.org/10.37467/revhuman.v11.3836

Keywords:

effective teachers, initial teacher training, teaching skills, preservice teachers, students’ opinions

Abstract

The aim was to identify the skills that good teachers should have from the perception of future teachers. A total of 1047 responses from student teachers entering university in 2021 and 2022 were analysed. The results show that future teachers consider the development of ethics and responsibility, empathy and managing student behaviour in the classroom as the most important skills to develop at university. It is concluded that having interaction skills is more important than conceptual mastery to be a good teacher according to this group of preservice teachers.

References

Álvarez-García, D., Rodríguez, C., González- Castro, P., Núñez, J., Álvarez, M. (2010) La formación inicial

futuros maestros en recursos para la convivencia escolar y el manejo del aula. European Journal of Education and Psychology. 3(2) 187-198 https://doi.org/10.1989/ejep.v3i2.59

Arancibia, V., & Álvarez, M. I. (1994). Características de los profesores efectivos en Chile y su impacto en

el rendimiento escolar y autoconcepto académico. Psykhe, 3(2). http://publicaciones.revistasteiniana.uc.cl/index.php/psykhe/article/view/20183

Clark, S. & Byrnes, D. (2015) What Millennial Preservice Teachers Want to Learn in Their Training. Journal of Early Childhood Teacher Education. 36:4, 379-395, DOI: 10.1080/10901027.2015.1100148

Chen, H., Li, M., Ni, X., Zheng, Q., Li, L. (2021) Teacher effectiveness and teacher growth from student ratings: An action research of school-based teacher evaluation. Studies in Educational Evaluation. (70) 101010 https://doi.org/10.1016/j.stueduc.2021.101010

Centro de Perfeccionamiento, Experimentación e Investigaciones Pedagógicas. (2021) Estándares de la profesión docente. Marco para la buena enseñanza. https://estandaresdocentes.mineduc.cl/wp-content/ uploads/2021/08/MBE-2.pdf

Emmer, E., Stough, L. (2010) Classroom management: A critical part of educational psycology, with implications for teacher education. Educational Psychologist 36(2) 103-112 https://doi.org/10.1207/ S15326985EP3602_5

Garmon, M. (2004) Changing preservice teachers’ attitudes/beliefs about diversity: What are the critical factors?

Journal of Teacher Education. 55(3):201-213. https://doi.org/10.1177/0022487104263080 Good, T., Brophy, J. (2008) Looking in classrooms. Tenth edition. Pearson. United States of America.

Hernández, R., Fernández, C., Baptista, P. (2003) Metodología de la de la investigación. Tercera Edición Mc Graw Hill

Jaber, L., Southerland, C., Dake, F. (2018) Cultivating epistemic empathy in preservice teacher education. Teaching and Teacher Education. 72: 13-23 https://doi.org/10.1016/j.tate.2018.02.009

Jeder, D. (2013) Teachers’ Ethic Responsibilities in the Practice of Education and Training. Procedia. Social and Behavioral Sciences. (92) 432-436 https://doi.org/10.1016/j.sbspro.2013.08.697

Kagan, D. (1992) Professional Growth among preservice and beginning teachers. Review of Educational Research.

;62(2):129-169.https://doi.org/10.3102/00346543062002129

Kruea-In, N. & Kruea-In, C. (2015) Pre-service teachers’ responses to ethical situations related to teaching practice.

Procedia- Social and Behavioral Science. 197: 988-992 https://doi.org/10.1016/j.sbspro.2015.07.290 Rodríguez- Saltos, E., Moya-Martínez, M., Rodríguez- Gamez, M. (2020) Importancia de la empatía docente-

estudiante como estrategia para el desarrollo académico. Dominio de las Ciencias. 6(2) 23-50 http:// dx.doi.org/10.23857/dc.v6i3.1205

Seidel, T., Shavelson, R. (2007) Teaching effectiveness research in the past decade: the role of theory and research design in disentangling meta-analysis results. Review of Educational Research. 77(4) 454-499 https:// doi.org/10.3102/0034654307310317

Simpson, A., Day, C. Goulding, J. Asha, J. (2022) Australian teachers’ perceptions on effectiveness in a performative culture. Teaching and Teacher Education. 109: 103542 https://doi.org/10.1016/j.tate.2021.103542

Stronge, J. (2007) Qualities of effective teachers. 2nd edition. Association for supervision and curriculum development. The United States of America.

Weinstein, C. (1989) Teacher education students’ preconceptions of teaching. Journal of Teaching Education.

(2):53-60. https://doi.org/10.1177/002248718904000210

Witcher, A., & Onwuegbuzie, A. J. (1999). Characteristics of Effective Teachers: Perceptions of Preservice Teachers. https://files.eric.ed.gov/fulltext/ED438246.pdf

Published

2022-12-01

How to Cite

Quiroga Lobos, M., Soto Lillo, P., & Medina Pérez, J. (2022). What skills should a future teacher develop during their time at university? Perception of student teachers on ente- ring their initial teacher training programmes. HUMAN REVIEW. International Humanities Review Revista Internacional De Humanidades, 11(3), 1–10. https://doi.org/10.37467/revhuman.v11.3836