Pre-Service Teachers' Implicit Theories of Learning to Write

Autor/inn/en	Seoane, Rocío C.; Jiménez, Juan E.; Gutiérrez, Nuria
Titel	Pre-Service Teachers' Implicit Theories of Learning to Write
Quelle	In: European Journal of Teacher Education, 43 (2020) 2, S.165-190 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seoane, Rocío C.) ORCID (Jiménez, Juan E.) ORCID (Gutiérrez, Nuria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2019.1681964
Schlagwörter	Preservice Teachers; Student Attitudes; Beliefs; Learning Theories; Writing (Composition); Attribution Theory; Preservice Teacher Education; Early Childhood Education; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Schülerverhalten; Belief; Glaube; Learning theory; Lerntheorie; Schreibübung; Lehramtsstudiengang; Lehrerausbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Spanien
Abstract	This study aimed to explore the implicit theories of pre-service teachers in learning to write. A twofold study was conducted to cover the representational level and attributional level of the implicit theories. The first study analysed the representational level of different learning theories (e.g. psycholinguistic, behaviourist, maturation, nativist, socio-cultural and constructivist). The second study explored their relationship at an attributional level by using Confirmatory Factor Analysis. Results support that all of the theories with a representational entity have also shown an attributional entity in pre-service teachers´ minds. Based on the findings, implications for pre-service teachers´ education are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01