Approaches to Learning of First-Year and Fifth-Year Student Teachers: Are There Any Differences?

Autor/inn/en	Marušic, Iris; Jugovic, Ivana; Loncaric, Darko
Titel	Approaches to Learning of First-Year and Fifth-Year Student Teachers: Are There Any Differences?
Quelle	In: European Journal of Teacher Education, 40 (2017) 1, S.62-75 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2016.1251898
Schlagwörter	Student Teachers; Personality Traits; Goal Orientation; Learning Strategies; Motivation; Teacher Education Programs; Foreign Countries; Professional Identity; Case Studies; Universities; Questionnaires; Self Efficacy; Correlation; Comparative Analysis; Self Concept Measures; Statistical Analysis; College Students; Differences; Likert Scales; Croatia; Motivated Strategies for Learning Questionnaire; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Zielorientierung; Zielvorstellung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; psychologische; Motivation (psychologisch); Ausland; Case study; Fallstudie; Case Study; University; Universität; Fragebogen; Self-efficacy; Selbstwirksamkeit; Korrelation; Statistische Analyse; Collegestudent; Unterscheiden; Likert-Skala; Kroatien
Abstract	The motivation, skills and professional identity of future teachers develop during their initial teacher education. The aim of this research is to assess the differences between first-year and fifth-year student teachers on a number of personality and motivational variables that are indicative of their approaches to learning, using a cross-sectional design. The participants were 217 first-year and 109 fifth-year student teachers from three Croatian universities. The questionnaire measured personality dispositions, self-descriptions, achievement goals, motivation, learning strategies and perceived autonomy support in learning. The results showed that final-year student teachers displayed more conscientiousness and self-efficacy, and less avoidant goal orientations, extrinsic motivation and surface learning compared to first-year student teachers, indicating final-year students' more adaptive and proactive approach to learning. The observed differences could be a result of maturation processes and/or the effects of teacher studies that support the development of more adaptive patterns of learning and self-beliefs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01