Pre-University Teachers' Knowledge, Beliefs, Attitudes, and Practices Regarding University Preparation

• In Event: 42.055 - Teacher Identities and Global Contexts: Teacher Preparation, Development, and Decision Making

Abstract

For many students, the transition from high school to university is difficult and for some it even leads to drop-out or study delay. Pre-university teachers could ease this transition by preparing their students better for university. This study investigates pre-university teachers’ classroom practices that contribute to university preparedness and how these practices are shaped by teacher knowledge, beliefs, attitudes, and background factors. Data of 50 interviews with Dutch pre-university teachers were analyzed using framework analysis. Results show that knowledge about the current university environment, having a strong role perception regarding university preparation, and personal background factors lead to the conscious integration of university preparation into classroom practice, consisting mainly of sharing own experiences at university and teaching self-regulatory skills.

Authors

• Els Cornelia Maria van Rooij, University of Groningen

• Ellen Jansen, University of Groningen