A Study on the Relationship between Cultural Disposition and Intercultural Sensitivity of Preservice Teachers

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).

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

Journal of Educational Computing Research ◽

10.2190/2y7c-krdv-5u01-ujga ◽

2003 ◽

Vol 28 (1) ◽

pp. 15-30 ◽

Cited By ~ 53

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.

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

Journal of Research in Mathematics Education ◽

10.17583/redimat.2018.2575 ◽

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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Elementary Preservice Teachers and Questioning Strategies in Mathematics

Theory and Practice: An Interface or A Great Divide? ◽

10.37626/ga9783959871129.0.13 ◽

2019 ◽

pp. 60-65

Author(s):

Sandra Browning

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Education Program ◽

Teacher Education Program ◽

Field Experiences ◽

Inservice Teachers ◽

Questioning Strategies ◽

Elementary Preservice Teachers ◽

The Relationship ◽

Cognitive Rigor

Research has demonstrated an interest in the relationship between teachers’ questioning strategies and children’s ability to reason and learn (Baroody & Ginsburg, 1990; Buschman, 2001; Fennema, Franke, Carpenter & Carey, 1993). Helping preservice teachers develop effective questioning strategies is an important component of a teacher education program. This session describes an exploration designed to determine if EC-6 preservice teachers can (a) recognize effective questioning strategies when observing inservice teachers and (b) use Hess’s Cognitive Rigor Matrix to analyze the level and effectiveness of their own questioning strategies during field experiences.

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“My Fish Died and I Flushed Him Down the Toilet”: Children Disrupt Preservice Teachers’ Understandings of “Appropriate” Picture Books for Young Children

Literacy Research Theory Method and Practice ◽

10.1177/2381336918786736 ◽

2018 ◽

Vol 67 (1) ◽

pp. 343-359 ◽

Cited By ~ 1

Author(s):

Kerryn Dixon ◽

Hilary Janks

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

South African ◽

Curriculum Design ◽

Picture Books ◽

Picture Book ◽

Children’S Views ◽

Effective Use ◽

The Relationship

Although the literature on picture books is extensive, very little work focuses on how they are integrated into teacher education curricula. We contend that effective use of these resources requires an understanding of the relationship between preservice teachers’ conceptions of children and of picture books. Second-year South African undergraduate preservice teachers were asked to review 12 picture books of their own choosing, discuss some of these books with children, and write reflections on what they learnt from the children’s responses. Two hundred and thirty picture-book reviews and 62 reflections were analyzed. The data show that preservice teachers’ criteria for choosing books were disrupted by children’s views. We conclude by considering our own assumptions about our students and the implications for teacher education curriculum design.

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