Conceptions of Teaching & Learning and Teaching Approach Preference: Their Change through Preservice Teacher Education Program

Autor/in	Dejene, Wondifraw
Titel	Conceptions of Teaching & Learning and Teaching Approach Preference: Their Change through Preservice Teacher Education Program
Quelle	In: Cogent Education, 7 (2020) 1, Artikel 1833812 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2020.1833812
Schlagwörter	Teaching Methods; Learning Processes; Teacher Education Programs; Educational Change; Teacher Attitudes; Pretests Posttests; Preferences; Preservice Teachers; Student Teacher Attitudes; Secondary School Teachers; Measures (Individuals); Constructivism (Learning) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungsreform; Lehrerverhalten; Messdaten
Abstract	This study investigated the change in pre-service teachers' conceptions of teaching and learning and teaching approach preference over the course of a teacher education program. One group pretest-posttest design was employed. Conceptions of Teaching and Learning Questionnaire (CTLQ) and Approaches to Teaching Inventory (ATI) were used for data collection. Two hundred ninety three (293) randomly selected pre-service secondary student-teachers admitted to Post Graduate Diploma in Teaching (PGDT) program in two Universities were participated in the study. Participants didn't exhibit significant changes in their teaching approach preference and beliefs about teaching and learning -- participants favored teacher-dominated teaching approach and more traditional in beliefs about teaching and learning. At the end of the nine-month-long teacher preparation program, the student-teachers seemed to view learning as recalling and absorbing as much information as possible and teaching as simply telling, presenting or explaining the subject matter. Their teaching approach preference was also found to be consistent with their conceptions of teaching and learning. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01