Ma. Teresa A.

Lopez
BSIE H-E 4D Prof: Dr. Barbacena

Abstract

This study focuses on the pre-service teachers’ perceptions of valued teacher

qualities as they progress to graduate teacher and aims to identify pre-service
teachers’ perceptions of effective secondary teacher qualities (attitudes, knowledge
and skills) as they progress through their four-year undergraduate degree.
A mixed-methods approach to the research design was adopted. Combining
methodological approaches allowed for a more comprehensive collection of evidence
providing a fuller understanding from which to address the research question. In
clarifying the study’s findings, the mixed methodology revealed a range of
assumptions about reality and knowledge that served to guide the construction of the
research problem, choice of research methods and extended the breadth and depth
of the enquiry. The pre-service teachers’ evolving beliefs on teacher qualities were
viewed as being socially constructed with meaning created within their social context.
A post-positivist perspective was taken, which assumes a scientific approach to
research requiring that quantitative data be used in Perceptions of Teacher Qualities
in Secondary Education a reductionist and logical way with an emphasis on empirical
data collection. This was most suited to the multi-year, pre- and post-survey approach
used in the study because it allowed the researcher to distil a large body of information
into meaningful categories. To explore the pre-service teachers’ perceptions fully, this
study also used focus groups and semi-structured interviews. Further, the study
revealed the complex nature of the hidden curriculum stemming from the teacher
educators’ personal aspirations and external factors that affected course design. It is
anticipated that the findings of this study will contribute to understanding the often
neglected’ voice of the pre-service teacher and will inform discourse on how to guide
future teacher.
Saygo, Ma. Sharmaine M. Dr. Barbacena
BSIE-HE 4D July 31, 2018

Abstract

Trainee beliefs about the roles of thesis supervisors can exert an important
influence on timely and successful completion of theses. This research article explores
pre-service teacher beliefs about the roles of thesis supervisors through the analysis
of their learning diaries. The aim of this study is to identify ways to improve supervisory
practices in order to facilitate timely theses completion. Finding relevant reveal that
participants believe that the supervisor should motivate trainees to write their thesis
help them to select a promising topic, and provide advice on the research design, data
collection and analysis. In sum, candidates except guidance in the writing of the entire
thesis. The data also suggest that shaping students’ belief can improve the timely and
successful completion of their theses and as a result improve graduation rate.