Undergraduate Education Students' Perceptions of Effective and Ineffective Course Experiences: What Counts as an Effective Experience?

Autor/inn/en	Aulls, Mark W.; Harley, Jason M.; Getahun, Dawit Asrat; Lemay, David John
Titel	Undergraduate Education Students' Perceptions of Effective and Ineffective Course Experiences: What Counts as an Effective Experience?
Quelle	In: Alberta Journal of Educational Research, 66 (2020) 3, S.269-289 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1923-1857
Schlagwörter	Undergraduate Students; Preservice Teachers; Student Attitudes; Instructional Effectiveness; Teacher Characteristics; Teaching Methods; Motivation; Personal Autonomy; Teacher Student Relationship; Educational Environment; Classroom Techniques; Teacher Influence; Student Development; Lesson Plans; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Schülerverhalten; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; psychologische; Motivation (psychologisch); Individuelle Autonomie; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Klassenführung; Lesson planning; Unterrichtsplanung; Ausland; Kanada
Abstract	Pre-service teachers' conceptions of effective and ineffective instruction stand to inform their personal views of what constitutes effective and ineffective instruction, yet few qualitative studies have examined both conceptions of effective and ineffective instruction. The purpose of this study was to determine whether pre-service teachers described what happens in university courses primarily in terms of teacher characteristics, teaching practices, or instructional context. There were two research questions guiding the study. First, how are the dimensions of effective and ineffective instruction alike and different? Second, how do results correspond to similar qualitative studies? Nine distinct themes were inductively derived through open coding of 34 preservice teachers' essays: (a) motivation, (b) student autonomy, (c) meaningful learning, (d) comfortable learning environment, (e) classroom management, (f) student-teacher relationship, (g) teacher's personal characteristics and manner, (h) lesson organization, and (i) teacher impact/student development. The results of this study support previous findings and add to the small number of studies that have examined pre-service teachers' descriptions of effective and ineffective instruction. Findings have also contributed a new category that has not appeared in previous literature: teacher impact/student development. Pre-service teachers' descriptions in this study confirm that the theoretical conception of what happens in classrooms must include the teacher's characteristics, teaching, and the context of instruction. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: https://journalhosting.ucalgary.ca/index.php/ajer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01