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Pre-Service Teachers’ Perceptions of School Development

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Competencies in Teaching, Learning and Educational Leadership in the Digital Age

Abstract

An in-depth understanding of the complexity of factors influencing school organization and development is a prerequisite for successfully responding to constant change within schools, where teachers are expected to play an integral part. This study investigates pre-service teachers’ understanding of relevant fields of school development. A sample of 951 pre-service teachers participated in this study. Findings indicate that pre-service teachers’ understanding is rather low. Even a 6-month school-based training program does not provide a deeper understanding of factors influencing school development. A competency-based training program focusing on school development is suggested.

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Authors and Affiliations

  1. Applied Teaching and Learning Research, University of Potsdam, Karl-Liebknecht-Str. 24-25, 14476, Potsdam, Germany

    Nicole Bellin-Mularski & Dana-Kristin Mah

  2. Deakin University, Melbourne, VIC, 3216, Australia

    Dirk Ifenthaler

  3. Instructional Design and Technology, University of Mannheim, L4, 1, Mannheim, 68131, Germany

    Dirk Ifenthaler

Authors
  1. Nicole Bellin-Mularski
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  2. Dana-Kristin Mah
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  3. Dirk Ifenthaler
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Correspondence to Nicole Bellin-Mularski .

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Editors and Affiliations

  1. University of North Texas , DENTON, Texas, USA

    J. Michael Spector

  2. Deakin University, Melbourne, Victoria, Australia

    Dirk Ifenthaler

  3. Curtin University, School of Education Curtin University, Perth, West Australia, Australia

    Demetrios G. Sampson

  4. Universidade Aberta (Portuguese Open University), Lisbon, Portugal

    Pedro Isaias

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Bellin-Mularski, N., Mah, DK., Ifenthaler, D. (2016). Pre-Service Teachers’ Perceptions of School Development. In: Spector, J., Ifenthaler, D., Sampson, D., Isaias, P. (eds) Competencies in Teaching, Learning and Educational Leadership in the Digital Age. Springer, Cham. https://doi.org/10.1007/978-3-319-30295-9_5

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  • DOI: https://doi.org/10.1007/978-3-319-30295-9_5

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