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

^*Corresponding author for this work

Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review

5 Citations (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.

Original language	English
Title of host publication	Competencies in Teaching, Learning and Educational Leadership in the Digital Age : Papers from CELDA 2014
Editors	J. Michael Spector, Dirk Ifenthaler, Demetrios G. Sampson, Pedro Isaias
Number of pages	20
Publisher	Springer International Publishing
Publication date	01.01.2016
Pages	57-76
ISBN (Print)	9783319302935
ISBN (Electronic)	9783319302959
DOIs	https://doi.org/10.1007/978-3-319-30295-9_5
Publication status	Published - 01.01.2016
Externally published	Yes

Bibliographical note

Publisher Copyright:
© Springer International Publishing Switzerland 2016.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Research areas and keywords

Pre-service teacher
School development
Teacher training
Educational science

Access to Document

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

Cite this

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 (Eds.), Competencies in Teaching, Learning and Educational Leadership in the Digital Age: Papers from CELDA 2014 (pp. 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. ed. / J. Michael Spector; Dirk Ifenthaler; Demetrios G. Sampson; Pedro Isaias. Springer International Publishing, 2016. p. 57-76.

Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review

TY - CHAP

T1 - Pre-service teachers’ perceptions of school development

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AU - Mah, Dana-Kristin

AU - Ifenthaler, Dirk

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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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KW - School development

KW - Teacher training

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EP - 76

BT - Competencies in Teaching, Learning and Educational Leadership in the Digital Age

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A2 - Isaias, Pedro

PB - Springer International Publishing

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Pre-service teachers’ perceptions of school development

Abstract

Bibliographical note

UN SDGs

Research areas and keywords

Access to Document

Fingerprint

Cite this