| dc.creator | Kaldi S., Xafakos E. | en |
| dc.date.accessioned | 2023-01-31T08:29:23Z | |
| dc.date.available | 2023-01-31T08:29:23Z | |
| dc.date.issued | 2017 | |
| dc.identifier | 10.1016/j.tate.2017.05.019 | |
| dc.identifier.issn | 0742051X | |
| dc.identifier.uri | http://hdl.handle.net/11615/74170 | |
| dc.description.abstract | The present study investigates Greek student teachers' experiences and views about self-competence, motivation and the sources of support during school teaching practice (STP) in a four-year Bachelor of Primary Education Degree Program. The theoretical framework is based on the theory of situated learning and self-determination theory. Quantitative and qualitative data were collected through questionnaires and interviews. The main findings indicate statistically significant correlations among external motivation, support and perceived teaching self-competence during the STP course. Also institutional and social networks of support appeared to contribute to the development of teaching competences. © 2017 Elsevier Ltd | en |
| dc.language.iso | en | en |
| dc.source | Teaching and Teacher Education | en |
| dc.source.uri | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85030484013&doi=10.1016%2fj.tate.2017.05.019&partnerID=40&md5=f8ac8778501e91931e54dbc626e91cb5 | |
| dc.subject | Elsevier Ltd | en |
| dc.title | Student teachers' school teaching practice: The relation amongst perceived self-competence, motivation and sources of support | en |
| dc.type | journalArticle | en |
