The Relationship between Prospective Teachers' Belief Systems and Writing-to-Learn

Autor/inn/en	Demirbag, Mehmet; Kingir, Sevgi; Çepni, Salih
Titel	The Relationship between Prospective Teachers' Belief Systems and Writing-to-Learn
Quelle	16 (2015) 2, S.423-442 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Preservice Teachers; Beliefs; Elementary Education; Science Education; College Freshmen; Semi Structured Interviews; Student Attitudes; Experience; Writing Processes; Writing Across the Curriculum; Writing Strategies; Qualitative Research; Turkey + Suchen Sie Ihr Suchwort? Ausland; Belief; Glaube; Elementarunterricht; Naturwissenschaftliche Bildung; Studienanfänger; Schülerverhalten; Erfahrung; Schreibtechnik; Qualitative Forschung; Türkei
Abstract	The purpose of this study is to investigate the relationship between prospective teachers' belief systems and writing-to-learn. The participants comprised eight freshmen from the Department of Elementary Science Education at a public university in Turkey. The data were collected using semi-structured interviews.The results indicated that epistemological and pedagogical beliefs, attitudes and pre-experience were the main factors that affected the participants' writing processes. These prospective teachers also used a set of cognitive, meta-cognitive and affective strategies in their writing such as self-assessment, awareness, revising and empathising. Overall, writing provided the participants with benefits that helped them perform research, construct knowledge, understand conceptual change and acquire permanent learning. Therefore, this study concludes that the development of prospective teachers' belief systems can increase the quality of writing-to-learn and the strategies used for such activities. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01