Concordance between pre-service teachers’ personal responsibilities and intended instructional practices

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dc.contributor.authorDaniels, Lia M
dc.contributor.authorRadil, Amanda
dc.contributor.authorWagner, Amanda K
dc.date.accessioned2025-05-01T11:53:41Z
dc.date.available2025-05-01T11:53:41Z
dc.date.issued2016-01-01
dc.descriptionDuring their education, pre-service teachers begin to assume professional responsibilities and gain pedagogical knowledge. However, the question remains if pre-service teachers intend to use instructional practices that are effective in meeting their assumed responsibilities. Thus, we examined the concordance between pre-service teachers’ responsibilities and their intended instructional practices. At the start of the semester there was no concordance. At the end of the semester there was high concordance in two instances: responsibility for student motivation negatively predicted performance goal-oriented practices; responsibility for teaching positively predicted rationales and negatively predicted extrinsic rewards. Instructional practices associated with responsibility for achievement and motivation were not concordant. We discuss how pre-service teachers understand these responsibilities and their readiness to adopt evidence-based practices.
dc.identifier.doihttps://doi.org/10.7939/r3-3wvv-s019
dc.language.isoen
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/
dc.subjectbeliefs
dc.subjectinstruction
dc.subjectteacher preparation
dc.subjectmotivation
dc.subjectcorrelational analysis
dc.titleConcordance between pre-service teachers’ personal responsibilities and intended instructional practices
dc.typehttp://purl.org/coar/resource_type/c_6501 http://purl.org/coar/version/c_71e4c1898caa6e32 http://purl.org/coar/version/c_b1a7d7d4d402bcce
ual.jupiterAccesshttp://terms.library.ualberta.ca/public

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