Culturally-Sensitive Factors in Teacher Trainees' Learning Environments

Autor/inn/en	Dhindsa, Harkirat S.; Fraser, Barry J.
Titel	Culturally-Sensitive Factors in Teacher Trainees' Learning Environments
Quelle	In: Learning Environments Research, 7 (2004) 2, S.165-181 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1023/B:LERI.0000037200.79892.e5
Schlagwörter	Foreign Countries; Sex Fairness; Gender Differences; Questionnaires; Test Validity; Cultural Relevance; College Environment; Student Attitudes; Preservice Teacher Education; Preservice Teachers; Factor Analysis; Brunei + Suchen Sie Ihr Suchwort? Ausland; Sexualaufklärung; Geschlechterkonflikt; Fragebogen; Testvalidität; Hochschulumwelt; Schülerverhalten; Lehramtsstudiengang; Lehrerausbildung; Faktorenanalyse
Abstract	The aims of this research were to cross-validate the Cultural Learning Environment Questionnaire (CLEQ) in the local context of Brunei and to evaluate culturally-sensitive factors (gender equity, collaboration, deference, competition, teacher authority, modelling and congruence) in teacher trainees' learning environments. Data were collected from 475 teacher trainees enrolled at the Universiti Brunei Darussalam by administering a slightly modified version of the CLEQ (Fisher & Waldrip, 1997). Factor and reliability analyses supported the instrument's suitability to evaluate six of the seven culturally-sensitive factors (excluding teacher authority) associated with the cultural learning environment of Bruneian teacher trainees. The students generally believed that both genders are treated equally and that they are independent learners, although, to some extent, they were reluctant to give their independent views in their classes. Further research is recommended for investigating the factors that contribute to the unusual finding that the students were equally cooperative and competitive. The data revealed no gender differences in trainee teachers' perceptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10