Pre-service teachers’ perceptions of school development

Nicole Bellin-Mularski; Dana-Kristin Mah; Dirk Ifenthaler

doi:10.1007/978-3-319-30295-9_5

Pre-service teachers’ perceptions of school development

Nicole Bellin-Mularski^*
, Dana-Kristin Mah
, Dirk Ifenthaler

^*Korrespondierende/r Autor/-in für diese Arbeit

Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › Begutachtung

5 Zitate (Scopus)

Abstract

An in-depth understanding of the complexity of factors influencing school organization and development is a prerequisite for successfully responding to constant change within schools, where teachers are expected to play an integral part. This study investigates pre-service teachers’ understanding of relevant fields of school development. A sample of 951 pre-service teachers participated in this study. Findings indicate that pre-service teachers’ understanding is rather low. Even a 6-month school-based training program does not provide a deeper understanding of factors influencing school development. A competency-based training program focusing on school development is suggested.

Originalsprache	Englisch
Titel	Competencies in Teaching, Learning and Educational Leadership in the Digital Age : Papers from CELDA 2014
Redakteure/-innen	J. Michael Spector, Dirk Ifenthaler, Demetrios G. Sampson, Pedro Isaias
Seitenumfang	20
Herausgeber (Verlag)	Springer International Publishing
Erscheinungsdatum	01.01.2016
Seiten	57-76
ISBN (Print)	9783319302935
ISBN (elektronisch)	9783319302959
DOIs	https://doi.org/10.1007/978-3-319-30295-9_5
Publikationsstatus	Erschienen - 01.01.2016
Extern publiziert	Ja

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Publisher Copyright:
© Springer International Publishing Switzerland 2016.

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Bellin-Mularski, N., Mah, D.-K., & Ifenthaler, D. (2016). Pre-service teachers’ perceptions of school development. in J. M. Spector, D. Ifenthaler, D. G. Sampson, & P. Isaias (Hrsg.), Competencies in Teaching, Learning and Educational Leadership in the Digital Age: Papers from CELDA 2014 (S. 57-76). Springer International Publishing. https://doi.org/10.1007/978-3-319-30295-9_5

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Pre-service teachers’ perceptions of school development. / Bellin-Mularski, Nicole; Mah, Dana-Kristin; Ifenthaler, Dirk.
Competencies in Teaching, Learning and Educational Leadership in the Digital Age: Papers from CELDA 2014. Hrsg. / J. Michael Spector; Dirk Ifenthaler; Demetrios G. Sampson; Pedro Isaias. Springer International Publishing, 2016. S. 57-76.

Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › Begutachtung

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AB - An in-depth understanding of the complexity of factors influencing school organization and development is a prerequisite for successfully responding to constant change within schools, where teachers are expected to play an integral part. This study investigates pre-service teachers’ understanding of relevant fields of school development. A sample of 951 pre-service teachers participated in this study. Findings indicate that pre-service teachers’ understanding is rather low. Even a 6-month school-based training program does not provide a deeper understanding of factors influencing school development. A competency-based training program focusing on school development is suggested.

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Pre-service teachers’ perceptions of school development

Abstract

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