2010/10/31 by Hanna Ezer, Izhak Gilat, Rachel Sagee
Social Sciences · #Educational Practices and Challenges #Teacher Education and Leadership Studies #Teacher Professional Development and Motivation
paper · doi:10.1080/02619768.2010.504949
openalex publication_date 2010/10/31 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
This study examines student teachers’ perceptions of teacher education and its contribution to their professional life, when they become novice teachers during their internship period. The sample comprised 97 student teachers in their fourth year of studies for a BEd degree. Data were collected through questionnaires which included both a structured and an open‐ended part, with regard to five aspects of the teaching profession and teacher education: motivation for teaching, conceptions of teaching–learning, roles of teachers, components of teacher education, and agents of training. Prominent among the findings regarding the motivational aspects of teaching, is a perception of the profession as granting intrinsic rewards. Teaching is perceived as according self‐realisation, providing a sense of purpose and mission, and enabling lifelong development. The component perceived as most important to the teacher’s role is delivering universal values. Findings regarding perception of learning–teaching processes reveal a preference for a constructivist approach.