期刊名称：Journal of Emerging Trends in Educational Research and Policy Studies
电子版ISSN：2141-6990
出版年度：2013
卷号：4
期号：1
出版社：Scholarlink Resource Centre
摘要：This study sought to explain why post-Advanced level students were resisting training to become primary school teachers. Up-to-date information with regard to pre service student teachers is of great significance to teacher educators who as developers of teacher education programmes ought to appreciate the concerns of prospective student. The data to address the inquiry was collected by means of the descriptive survey method comprised of a questionnaire, un-structured and structured interview questions. The sample in the study consisted of a cohort group of 54 post-sixth form student teachers who were the first group to pioneer a pre-service primary teacher education degree programme , 11 teacher educators and 10 school based mentors participating in the implementation of the programme. The results of the study indicate that a complex cluster of factors comprised of pre-programme beliefs and values, financial stress, in adequate teaching skills and competencies and lack of emotional support systems cumulatively induce socio-emotional dilemmas for post Sixth form student teachers. In light of the above this study proposes a major overhaul in the conceptualisation, design and delivery of post-A level form pre-service primary teacher education programmes. First, at individual levels, primary school teaching should be regarded as problematic and a socio-moral dilemma for post-Advanced level student teachers. In light of the above, designers of initial teacher education programmes should incorporate concern-based principles in the design and implementation of initial teacher education programmes. At policy formulation level, there is need to harmonise teacher education policies to offset discriminatory financial practices against one set of student teachers.
