Reading persuasive texts affects preservice teachers' beliefs about cultural diversity in the classroom.

Autor/inn/en	Dignath, Charlotte; Fink, Jonathan; Kunter, Mareike
Titel	Reading persuasive texts affects preservice teachers' beliefs about cultural diversity in the classroom.
Quelle	In: Journal of teacher education, 73 (2022) 2, S. 188-200Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.25656/01:26370 10.1177/00224871211002460
URN	urn:nbn:de:0111-pedocs-263708
Schlagwörter	Einstellung (Psy); Vorurteil; Experiment; Lehrer; Vorurteil; Lehrer; Experiment; Klassengemeinschaft; Kultureller Unterschied
Abstract	Research has suggested that teachers' beliefs toward culturally diverse classrooms are affected during teacher education. Text reading, as one of the major learning activities in initial teacher education, is supposed to affect teachers' educational concepts and beliefs. We conducted two experiments to test the impact of reading a positively or negatively oriented persuasive text about diversity on preservice teachers' belief change. In Study 1 (N = 42), we found that belief change varied significantly as a function of the direction of the text condition, and that the reading of the texts led to a significantly stronger belief change if the text was in alignment with participants' prior beliefs. Study 2 (N = 57) revealed a middle-sized but nonsignificant moderator effect for prior knowledge (p = .08, eta p 2 = .06), suggesting that participants with more prior knowledge were less likely to be persuaded by the text. The results provide new insights into factors that may affect the development of preservice teachers' diversity beliefs. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1