Are University Faculty to Blame for the Prevalence of Educational Myths? A Cross-Sectional Study of Trainee Teachers

Autor/inn/en	Rogers, John; Cheung, Anisa
Titel	Are University Faculty to Blame for the Prevalence of Educational Myths? A Cross-Sectional Study of Trainee Teachers
Quelle	In: International Journal of Teaching and Learning in Higher Education, 33 (2022) 2, S.206-215 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	College Faculty; Misconceptions; Preservice Teachers; Student Attitudes; Foreign Countries; Student Experience; Asia + Suchen Sie Ihr Suchwort? Fakultät; Missverständnis; Schülerverhalten; Ausland; Studienerfahrung; Asien
Abstract	This mixed-methods study examined the beliefs, and their origins, of trainee teachers regarding a number of myths and misconceptions about teaching and learning. Using a cross-sectional experimental design, survey data were collected from 65 pre-service teachers enrolled in a high-profile Bachelor of Education program. 18 participants then took part in semi-structured interviews. The results indicate that trainee teachers' beliefs in educational 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	International Society for Exploring Teaching and Learning. Web site: https://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01