Literaturnachweis - Detailanzeige
| Autor/inn/en | Rogers, John; Cheung, Anisa |
|---|---|
| Titel | Pre-Service Teacher Education May Perpetuate Myths about Teaching and Learning |
| Quelle | In: Journal of Education for Teaching: International Research and Pedagogy, 46 (2020) 3, S.417-420 (4 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-7476 |
| DOI | 10.1080/02607476.2020.1766835 |
| Schlagwörter | Preservice Teacher Education; Preservice Teachers; Student Attitudes; Beliefs; Misconceptions; Cognitive Style; Multiple Intelligences; Program Effectiveness; Teaching Methods; Individualized Instruction; Academic Achievement; Student Needs |
| Abstract | This research report presents the preliminary findings of mixed-methods study examining the beliefs of trainee teachers regarding a number of 'learning myths', e.g., learning styles and multiple intelligences. Using a cross-sectional experimental design, survey data were collected from 65 pre-service teachers enrolled in a high-profile Bachelor of Education program as to their beliefs in a number of myths about teaching and learning. 18 participants then took part in semi-structured interviews. The results indicate that trainee teachers' beliefs in education myths and misconceptions may not change over the course of a five-year 'evidence based' teacher preparation program. Further, the qualitative results suggest that beliefs in learning myths might become further entrenched over the course of study as a result of being actively promoted by faculty throughout the program. (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 |
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