engleski

Predicting pre-service teachers' actions towards the common good: Are we educating future teachers to make a difference?

The aim of this study was to explore predictive validity of a limited set of theoretically related constructs for pre-service teachers' behaviors directed towards the common good, operationalized as the consensually, peer-assessed, prosocial civic actions. These measured constructs included self-assessed traits such as valor, bravery, and courage, nonconformity, leadership, cooperation, and citizenship, including individual differences in sensitivity to injustice. The study participants included 94 students in their third year of university teacher studies (age range: 20–24 years). The results of the multiple regression analysis point to predictive importance of self-assessed courage, sensitivity to befallen injustice from the observer perspective, and cooperativeness, explaining one fifth of the variance of the prosocial civic actions. Prosocial civic participation is explicitly considered as belonging to the key competences for lifelong learning. Accordingly, the findings were interpreted in relation to contemporary educational perspectives on civic education, social and civic responsibility, teacher pre-service, and in-service education, and the empirically proven influence of teachers on students' learning and the outcomes of this learning.

teacher traits ; leadership ; cooperation ; citizenship ; values

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