scholarly journals The Relationship between Preservice Teachers’ Attitudes towards Statistics and Their Research Anxiety

2018 ◽  
pp. 731-739
Author(s):  
Adnan TAŞGIN ◽  
Yasemin KAYA
Keyword(s):  
Preservice Teachers ◽  
Teachers Attitudes ◽  
The Relationship

The Study of Relationship Between Pre-Service Teachers' Self-Efficacy Beliefs and Attitudes Towards the Teaching Profession

2021 ◽  
pp. 23-32
Author(s):  
Şenol Şen
Keyword(s):  
Preservice Teachers ◽  
Regression Analysis ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Attitude Scale ◽  
Teaching Profession ◽  
Sense Of Efficacy ◽  
Correlational Research ◽  
Teachers Attitudes ◽  
The Relationship

The purpose of this study was to examine the relationship between preservice teachers' attitudes towards the teaching profession (ATP) and teachers' self-efficacy beliefs (TSEB). In particular, the study aimed to understand the effect of preservice teachers' self-efficacy beliefs (TSEB), age, gender and discipline on their attitudes towards the teaching profession (ATP). The study was conducted with a correlational research design. Sample for the study comprised 157 preservice teachers attending a public university. Attitude Scale towards the Profession of Teaching (ASPT) and the Teachers' Sense of Efficacy Scale (TSES) were used as tools for data collection. The data were analyzed using correlation and multiple regression analysis techniques. The results showed that there were positive and significant relations between the variables selected for the study. Regression analysis revealed that preservice teachers' selfefficacy beliefs (TSEB) have a positive and significant effect on their attitudes towards teaching profession (ATP).

Pre-service teachers’ attitudes and ethnocentrism regarding language-in-education issues

2021 ◽  
Vol 55 (1) ◽  
pp. 175-201
Author(s):  
Joyce West
Keyword(s):  
Preservice Teachers ◽  
Social Identity Theory ◽  
Mixed Methods Research ◽  
Language Attitudes ◽  
Education Institution ◽  
Private Higher Education ◽  
The Social ◽  
Data Collection Instrument ◽  
Teachers Attitudes ◽  
The Relationship

Different attitudes towards the use of English as the MoI within a multilingual environment exist. These attitudes can affect pre-service  teachers’ future classroom practices and learners’ performance. In this regard, ethnocentrism, an attitudinal indicator, should be  considered when investigating pre-service teachers’ attitudes towards language-in-education issues. Ethnocentrism, the tendency of an individual to identify strongly with their own ethnicity and reject others', draws on the social identity theory, owing to its focus on in-group-out-group distinctions, racism and stereotyping. This article’s primary purpose was to determine if preservice teachers’ attitudes toward language-ineducation issues are related to their degree of ethnocentrism. An embedded mixed- methods research design and a post-positivist paradigm was used. The research site was a private higher education institution with a mono-ethnic student population. A questionnaire using the Language Attitudes of Teachers Scale and the Generalised Ethnocentrism Scale served as the data collection instrument to measure 1 164 pre-service teachers' attitudes towards language-in-education issues and their degree of ethnocentrism. The data showed a statistically significant relationship between the pre-service teachers' attitudes and their degree of ethnocentrism and revealed potential indicators of lower and higher degrees of ethnocentrism. This study recommends that teacher education programmes create awareness of the relationship between attitudes and ethnocentrism to prepare pre-service teachers for multilingual and  multicultural classrooms.

scholarly journals Successful Learning with Hypermedia: The Role of Epistemological Beliefs and Metacognitive Awareness

2003 ◽  
Vol 28 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Lisa D. Bendixen ◽  
Kendall Hartley
Keyword(s):  
Preservice Teachers ◽  
Epistemological Beliefs ◽  
Metacognitive Awareness ◽  
Hierarchical Regression ◽  
Hypermedia Learning ◽  
Posttest Performance ◽  
Cognitive Awareness ◽  
And Control ◽  
The Relationship

This study examined the relationship between epistemological beliefs, meta-cognition, and student achievement in a hypermedia learning environment. Epistemological beliefs refer to beliefs about the nature of knowledge and knowing (see review by Hofer & Pintrich, 1997) and metacognition refers to the ability to reflect upon, understand, and control one's learning (Schraw & Dennison, 1994). We predicted that the epistemological beliefs and meta-cognitive awareness of 116 preservice teachers would be significantly related to achievement in a hypermedia tutorial. Achievement was measured by a posttest based on the tutorial content. Results from a forced-order, hierarchical regression analysis indicated that reading comprehension, GPA, and three of the five epistemological beliefs (i.e., fixed ability, omniscient authority, and quick learning) significantly predicted posttest performance. Belief in omniscient authority and fixed ability being related to lower achievement supports previous research. Contrary to our expectations, a belief in quick learning was positively correlated with achievement. Educational and instructional design implications are discussed.

Influencing Preservice Teachers’ Attitudes About Working With Low-Income and/or Ethnic Minority Families

2012 ◽  
Vol 47 (4) ◽  
pp. 801-834 ◽  
Author(s):  
Ellen S. Amatea ◽  
Blaire Cholewa ◽  
Kacy A. Mixon
Keyword(s):  
Preservice Teachers ◽  
Ethnic Minority ◽  
Low Income ◽  
Research University ◽  
Role Expectations ◽  
Study Results ◽  
Minority Families ◽  
Teachers Attitudes ◽  
Ethnic Minority Families ◽  
Large Research

There is a growing literature revealing the complexity of family–school relationships and the significant power imbalances and mismatches between the role expectations of caregivers and teachers who differ by class and race. This study investigates a course at a large research university in the Southeastern United States designed to influence the attitudes of preservice teachers (PSTs) about how they might work with low-income and/or ethnic minority families. Study results on 138 PSTs demonstrate that, after completing the course, their attitudes were less stereotypic, they were more confident about using family-centric involvement practices, and conceptualized student’s problems in less blaming terms.

scholarly journals Uncovering the Relation between CK and PCK: An Investigation of Preservice Elementary Mathematics Teachers’ Algebra Teaching Knowledge

2018 ◽  
Vol 7 (2) ◽  
pp. 162
Author(s):  
Mustafa Güler ◽  
Derya Çelik
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Test Scores ◽  
Rasch Analysis ◽  
Elementary Mathematics ◽  
State University ◽  
Teaching Knowledge ◽  
The Relationship

This article discuss the algebra teaching knowledge of preservice elementary mathematics teachers in the context of CK and PCK as well as the relationship between them. The study was conducted with 101 preservice teachers sampled from a state university in Turkey. Rasch analysis was used to interpret the data. The results revealed that preservice teachers performed at mid-level for both CK and PCK tests. It was also found that there was significant correlation between the CK and PCK test scores. Weaknesses of the preservice teachers in terms of knowledge of the learner component of PCK, in comparison with presentation of content, were identified.

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