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Autor/in | Kaplan, Diane S. |
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Titel | Self-Awareness of Past Learning and Development as Motivation for Continued Learning: The Application of a General Model to Specific Categories of Literacy Learning for Preservice Reading Teachers. |
Quelle | In: Reading Psychology, 24 (2003) 1, S.1-24Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0270-2711 |
Schlagwörter | Educational Research; Higher Education; Literacy; Methods Courses; Preservice Teacher Education; Reading Instruction; Reading Teachers; Self Evaluation (Individuals); Student Attitudes; Student Motivation Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Alphabetisierung; Schreib- und Lesefähigkeit; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Leseunterricht; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Schülerverhalten; Schulische Motivation |
Abstract | Examines pre- and post-course surveys of responses to course objectives in seven literacy education categories for 166 undergraduate reading education preservice teachers enrolled in a reading methods/reading practicum block. Finds a direct relationship between pre-course motivation and end-of-course motivation for continued learning for six of the categories and an inverse relationship between perceived learning during the course and end-of-course motivation for continued learning for all categories. (SG) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |