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Understanding pre-service teachers' improvement in professional practice: a quantitative perspective.

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Title: Understanding pre-service teachers' improvement in professional practice: a quantitative perspective.
Authors: Fitzsimons, Sabrina1 (AUTHOR) sabrina.fitzsimons@dcu.ie, Sexton, P. J.1 (AUTHOR), Lehane, Paula2 (AUTHOR), Donlon, Enda3 (AUTHOR), McDonald, Elaine1 (AUTHOR), Karakolidis, Anastasios4 (AUTHOR), McKeever, Christine1 (AUTHOR)
Source: Irish Educational Studies. Jun2025, Vol. 44 Issue 2, p341-357. 17p.
Subject Terms: *Career development, *Student teachers, *Teacher education, *Classroom management, *Teacher development, Statistical significance
Abstract: This paper examines the extent to which pre-service teachers exhibit improvements in their professional practice while on placement in their final years of initial teacher education (ITE). This research involved an analysis of the placement grades of three cohorts of pre-service post-primary teachers (N = 198) as they completed the final two years of a four-year concurrent programme of teacher education in the Republic of Ireland. For those placements completed in Year 3 and Year 4 of this programme, the pre-service teachers received a mark for eight 'key' skills sets (for instance, Classroom Management, Assessment). Scores on these skill sets contributed to their total mark for that placement. The analysis conducted on these scores suggests that pre-service teachers' overall skills and competencies improve in the final years of their ITE programme. The findings also indicate that pre-service teachers' performance from Year 3 to Year 4 showed a statistically significant improvement in skills relating to Professionalism, Teacher Communication Skills, Classroom and Lesson Management, and Inclusive Practice. Such data can provide evidence to inform programme evaluation, planning, and delivery. The findings from this research may also contribute to the design of continuing professional development for newly qualified teachers. [ABSTRACT FROM AUTHOR]
Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Understanding pre-service teachers' improvement in professional practice: a quantitative perspective.
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  Data: <searchLink fieldCode="AR" term="%22Fitzsimons%2C+Sabrina%22">Fitzsimons, Sabrina</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> sabrina.fitzsimons@dcu.ie</i><br /><searchLink fieldCode="AR" term="%22Sexton%2C+P%2E+J%2E%22">Sexton, P. J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lehane%2C+Paula%22">Lehane, Paula</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Donlon%2C+Enda%22">Donlon, Enda</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McDonald%2C+Elaine%22">McDonald, Elaine</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Karakolidis%2C+Anastasios%22">Karakolidis, Anastasios</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McKeever%2C+Christine%22">McKeever, Christine</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Irish+Educational+Studies%22">Irish Educational Studies</searchLink>. Jun2025, Vol. 44 Issue 2, p341-357. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+significance%22">Statistical significance</searchLink>
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  Data: This paper examines the extent to which pre-service teachers exhibit improvements in their professional practice while on placement in their final years of initial teacher education (ITE). This research involved an analysis of the placement grades of three cohorts of pre-service post-primary teachers (N = 198) as they completed the final two years of a four-year concurrent programme of teacher education in the Republic of Ireland. For those placements completed in Year 3 and Year 4 of this programme, the pre-service teachers received a mark for eight 'key' skills sets (for instance, Classroom Management, Assessment). Scores on these skill sets contributed to their total mark for that placement. The analysis conducted on these scores suggests that pre-service teachers' overall skills and competencies improve in the final years of their ITE programme. The findings also indicate that pre-service teachers' performance from Year 3 to Year 4 showed a statistically significant improvement in skills relating to Professionalism, Teacher Communication Skills, Classroom and Lesson Management, and Inclusive Practice. Such data can provide evidence to inform programme evaluation, planning, and delivery. The findings from this research may also contribute to the design of continuing professional development for newly qualified teachers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03323315.2024.2330883
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        Text: English
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      – SubjectFull: Career development
        Type: general
      – SubjectFull: Student teachers
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      – SubjectFull: Teacher education
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      – SubjectFull: Classroom management
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      – SubjectFull: Statistical significance
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      – TitleFull: Understanding pre-service teachers' improvement in professional practice: a quantitative perspective.
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              Text: Jun2025
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              Y: 2025
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