Cognitive and Personality Factors in Teachers' Training: Comparison of College to University Students

Autor/inn/en	Weiss, Itzhak; Fisherman, Shraga
Titel	Cognitive and Personality Factors in Teachers' Training: Comparison of College to University Students
Quelle	In: Curriculum and Teaching, 26 (2011) 1, S.33-55 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0726-416X
Schlagwörter	Foreign Countries; Personality Traits; Cognitive Ability; Teacher Education Programs; Higher Education; Professional Identity; Preservice Teacher Education; Metacognition; Grades (Scholastic); Hypothesis Testing; Institutional Characteristics; Structural Equation Models; Self Concept; College Students; Questionnaires; Knowledge Level; Field Experience Programs; Maximum Likelihood Statistics; Statistical Analysis; Israel + Suchen Sie Ihr Suchwort? Ausland; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Denkfähigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Notenspiegel; Hypothesenprüfung; Hypothesentest; Selbstkonzept; Collegestudent; Fragebogen; Wissensbasis; Praxisnahes Lernen; Statistische Analyse
Abstract	The study investigates different models of personality and cognitive factors in teacher training courses at Teacher Training Colleges (TTCs) and universities. We used Ego Identity (EI), Professional Identity (PI) of teachers, and Self Regulated Learning (SRL) as personality measures, and Metacognitive Knowledge (MAI), Field Experience Grades (Practice), and Achievement Grades (Grades) as cognitive measures. We hypothesized that students trained in colleges will have more integrated personality as teachers, compare to students who trained for teaching in universities. We sampled 39 students from a TTC and 35 from teacher training courses at the university. Structural equation modeling (SEM) was used for the data analysis. As we assumed, the model emerged from the TTC group indicates a general and coherent Professional Identity development, while the model for the university group showed a lack of investment in teachers' professional development as a general entity. The implications of these results for decision-makers in education are discussed. (As Provided).
Anmerkungen	James Nicholas Publishers. PO Box 5179, South Melbourne, VIC 3205 Australia. Tel: +61-39-696-5545; Fax: +61-39-699-2040; e-mail: custservice@jnponline.com; Web site: https://www.jamesnicholaspublishers.com.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01