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Skip to Search Results- 12Pre-service teachers
- 2Elementary
- 1Attribution theory
- 1Attributional retraining
- 1Attrition
- 1Beliefs about mistakes
- 2Lauren D. Goegan
- 2Lia M. Daniels
- 1Amanda I. Radil
- 1Atkinson, Erin M.
- 1Bryce S. Dueck
- 1Georgiou, George.
- 8Graduate and Postdoctoral Studies (GPS), Faculty of
- 8Graduate and Postdoctoral Studies (GPS), Faculty of/Theses and Dissertations
- 2Education, Faculty of
- 2Education, Faculty of/ENGAGE: Celebration of Research and Teaching Excellence
- 2The Alberta Consortium for Motivation and Emotion (ACME)
- 2The Alberta Consortium for Motivation and Emotion (ACME)/Journal Articles (ACME)
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An exploratory study comparing pre-service teachers’ experiences and perceptions of e-professionalism
DownloadFall 2013
E-professionalism is a pressing issue in the digital age as internet and social networking become increasingly integrated into society’s way of communicating and accessing information (Kaczmarczyk et al., 2013). Given their role in society, teachers, in particular, are faced with challenges as...
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Enlightening Encounters: The Role of a Human Library in Shaping Pre-Service Teachers' Future Trauma-Informed Approaches
DownloadFall 2024
Due to the striking impact of childhood trauma on development and well-being (Mandelli et al., 2015; Paquola et al., 2016; Statistics Canada, 2015), there has been a movement towards systemic implementation of trauma-informed approaches (TIAs). TIAs are meant to help working professionals...
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Evaluating an Attributional Retraining Intervention to Increase Pre-service Teachers’ Self-Efficacy in Working with Students with FASD: A Mixed Methods Study
DownloadFall 2017
Children with fetal alcohol spectrum disorder (FASD) can experience complex social, emotional, behavioural, and academic needs at school that necessitate the support of prepared and efficacious teachers. Teacher self-efficacy, defined as the extent to which a teacher believes he or she can bring...
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Examining Canadian Teacher's Perceptions of the Importance of Cognitive Abilities in the Classroom
DownloadFall 2016
The current study examined the perceptions of pre-service and in-service teachers of the importance of different Cattell-Horn-Carroll (CHC) cognitive abilities in the classroom. The sample included 227 pre-service teachers from the University of Alberta and 44 in-service teachers from the St....
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Graduating Teacher Experiences of Factors Relating to Teacher Burnout and Attrition during their Teacher Training
DownloadFall 2014
The following study presents qualitative case studies with an interpretive emphasis informed by hermeneutics, on how pre-service teachers have experienced, responded to, and thought about factors relating to teacher burnout and attrition. The topic, problem and purpose came about because of...
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2024-10-29
Kortbeek, Natalie., Georgiou, George., Raven, Kristy., Kerboua, Sissi.
Poster presented at the 2024 Undergraduate Research Celebration and Awards Ceremony in the Faculty of Education
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PowerPoint use in undergraduate teacher education classes: Perspectives of elementary and secondary pre-service teachers
DownloadSpring 2014
Abstract This study investigated the pedagogical uses of PowerPoint in education classes among a group of university undergraduate elementary and secondary students. The study examined the perspectives of pre-service teachers’ personal views of PowerPoint and their perceived academic...
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Pre-Service Teachers’ Gender Beliefs in Relation to their Beliefs about Children’s Mistakes
DownloadFall 2020
Mistakes made in the process of learning are critical opportunities for acquiring knowledge. Nonetheless, children often feel anxious about making mistakes. It is important that teachers are able to alleviate this anxiety in order to maximize the learning potential of errors. However, teachers’...
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Pre-service Teachers’ Reflections on Personal Responsibility for Student Motivation A Video Vignette Study
Download2020-01-01
Lia M. Daniels, Bryce S. Dueck, Lauren D. Goegan
Teachers assume personal responsibility in four domains: student motivation, student achievement, relationships with students, and the quality of their own teaching. In all existing research, pre-service and practicing teachers score lowest in the motivation domain. This may be because some...
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2019-01-01
Lia M. Daniels, Lauren D. Goegan, Amanda I. Radil, Jona R. Frohlich
Pre-service teachers can be considered simultaneously students and teachers and therefore likely have both academic and professional goals. However, once in a professional program, predicting professional outcomes becomes somewhat more important than academic ones. This distinction may have...