Changes in Beliefs Regarding Good Teachers and the Characteristics of Child Development of Primary Education Students

In a longitudinal study, we determine the beliefs of primary education students regarding the factors of academic achievement, good teachers, and the developmental characteristics of children, and we present which experiences mostly shape these beliefs. The same group of students (N = 59...

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Autores principales:	Helena Smrtnik Vitulič, Irena Lesar
Formato:	article
Lenguaje:	EN
Publicado:	University of Ljubljana 2017
Materias:	beliefs child development good teacher primary education students Education (General) L7-991
Acceso en línea:	https://doaj.org/article/2b4ac0d35b1c42eb98eda8cd84cc1a90
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spelling	oai:doaj.org-article:2b4ac0d35b1c42eb98eda8cd84cc1a902021-11-23T15:52:24ZChanges in Beliefs Regarding Good Teachers and the Characteristics of Child Development of Primary Education Students 1855-97192232-2647https://doaj.org/article/2b4ac0d35b1c42eb98eda8cd84cc1a902017-12-01T00:00:00Zhttps://www.cepsj.si/index.php/cepsj/article/view/370 https://doaj.org/toc/1855-9719https://doaj.org/toc/2232-2647In a longitudinal study, we determine the beliefs of primary education students regarding the factors of academic achievement, good teachers, and the developmental characteristics of children, and we present which experiences mostly shape these beliefs. The same group of students (N = 59) completed the same questionnaire at the beginning of their first year and then at the end of their postgraduate studies. At both measurements, the students stated that the pupils themselves are the most responsible for their academic achievement (approximately 33%). At the beginning of the study, the students mostly showed idealised beliefs regarding what makes a good teacher, such as he/she is self-controlled and calm in all situations; he/she likes all children equally, etc. At the end, the results showed a reshaping of most idealised beliefs about what makes good teachers towards more realistic ones. Regarding the developmental characteristics of children, at the beginning and at the end of their studies the students had similar beliefs that heredity and environment contribute to an individual’s development. At the end of their studies, the students are significantly less convinced that experience from an early age decisively influences their further development, that there are no major differences in cognitive abilities of pupils of the same class, that a child who knows a lot of information is clever, and that school is not a place for the expression of emotions. According to the students, direct experiences in the classroom have the most significant influence on the beliefs among all the factors that we have examined in the study.Helena Smrtnik VituličIrena LesarUniversity of Ljubljanaarticlebeliefschild developmentgood teacherprimary educationstudentsEducation (General)L7-991ENCenter for Educational Policy Studies Journal, Vol 7, Iss 4, Pp 185-205 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	beliefs child development good teacher primary education students Education (General) L7-991
spellingShingle	beliefs child development good teacher primary education students Education (General) L7-991 Helena Smrtnik Vitulič Irena Lesar Changes in Beliefs Regarding Good Teachers and the Characteristics of Child Development of Primary Education Students
description	In a longitudinal study, we determine the beliefs of primary education students regarding the factors of academic achievement, good teachers, and the developmental characteristics of children, and we present which experiences mostly shape these beliefs. The same group of students (N = 59) completed the same questionnaire at the beginning of their first year and then at the end of their postgraduate studies. At both measurements, the students stated that the pupils themselves are the most responsible for their academic achievement (approximately 33%). At the beginning of the study, the students mostly showed idealised beliefs regarding what makes a good teacher, such as he/she is self-controlled and calm in all situations; he/she likes all children equally, etc. At the end, the results showed a reshaping of most idealised beliefs about what makes good teachers towards more realistic ones. Regarding the developmental characteristics of children, at the beginning and at the end of their studies the students had similar beliefs that heredity and environment contribute to an individual’s development. At the end of their studies, the students are significantly less convinced that experience from an early age decisively influences their further development, that there are no major differences in cognitive abilities of pupils of the same class, that a child who knows a lot of information is clever, and that school is not a place for the expression of emotions. According to the students, direct experiences in the classroom have the most significant influence on the beliefs among all the factors that we have examined in the study.
format	article
author	Helena Smrtnik Vitulič Irena Lesar
author_facet	Helena Smrtnik Vitulič Irena Lesar
author_sort	Helena Smrtnik Vitulič
title	Changes in Beliefs Regarding Good Teachers and the Characteristics of Child Development of Primary Education Students
title_short	Changes in Beliefs Regarding Good Teachers and the Characteristics of Child Development of Primary Education Students
title_full	Changes in Beliefs Regarding Good Teachers and the Characteristics of Child Development of Primary Education Students
title_fullStr	Changes in Beliefs Regarding Good Teachers and the Characteristics of Child Development of Primary Education Students
title_full_unstemmed	Changes in Beliefs Regarding Good Teachers and the Characteristics of Child Development of Primary Education Students
title_sort	changes in beliefs regarding good teachers and the characteristics of child development of primary education students
publisher	University of Ljubljana
publishDate	2017
url	https://doaj.org/article/2b4ac0d35b1c42eb98eda8cd84cc1a90
work_keys_str_mv	AT helenasmrtnikvitulic changesinbeliefsregardinggoodteachersandthecharacteristicsofchilddevelopmentofprimaryeducationstudents AT irenalesar changesinbeliefsregardinggoodteachersandthecharacteristicsofchilddevelopmentofprimaryeducationstudents
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Changes in Beliefs Regarding Good Teachers and the Characteristics of Child Development of Primary Education Students

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