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• W2134390224 abstract "The changing nature of teacher professionalism presents an important challenge to teachereducation programs. Teacher professionalism can be broadly defined as the set of teachers’professional knowledge, skills, and dispositions. However, with the increased accountabilityand standards movement, professionalism in education often overemphasizes accountabilityby prioritizing knowledge and skills over dispositions. The move in the field toward‘professionalization’ has generally resulted in systematic reform and professionaldevelopment rather than promoted ‘professionalism.’ This paper explored pre-serviceundergraduate students’ perceptions of teacher professionalism at a major university in NewJersey. The results indicated that the students focused more on ‘performance’ and‘external/outward aspects’ and less on recognizing the complexity and dynamics of theteaching and learning process. The study argues that teacher education programs must beredesigned so that pre-service students have the opportunity to discuss and develop properdispositions, reflect upon their perceptions, and enhance teacher professionalism." @default.
• W2134390224 created "2016-06-24" @default.
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• W2134390224 date "2012-11-25" @default.
• W2134390224 modified "2023-10-05" @default.
• W2134390224 title "“Whole Teacher” Crisis: Examining Pre-service Student Teachers’ Perceptions of Professionalism" @default.
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• W2134390224 doi "https://doi.org/10.5296/ije.v4i4.1879" @default.
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