Marušić, Iris and Jugović, Ivana and Lončarić, Darko (2017) Approaches to learning of first-year and fifth-year student teachers: are there any differences? European journal of teacher education, 40 (1). pp. 62-75. ISSN 0261-9768 (Print), 1469-5928 (Online)
Full text not available from this repository. (Request a copy)Abstract
The motivation, skills and professional identity of future teachers develop during their initial teacher education. The aim of this research is to assess the differences between first-year and fifth-year student teachers on a number of personality and motivational variables that are indicative of their approaches to learning, using a cross-sectional design. The participants were 217 first-year and 109 fifth-year student teachers from three Croatian universities. The questionnaire measured personality dispositions, self-descriptions, achievement goals, motivation, learning strategies and perceived autonomy support in learning. The results showed that final-year student teachers displayed more conscientiousness and self-efficacy, and less avoidant goal orientations, extrinsic motivation and surface learning compared to first-year student teachers, indicating final-year students’ more adaptive and proactive approach to learning. The observed differences could be a result of maturation processes and/or the effects of teacher studies that support the development of more adaptive patterns of learning and self-beliefs. (IN CROATIAN: Motivacija, vještine i profesionalni identitet budućih učitelja razvijaju se tijekom njihovog inicijalnog obrazovanja. Svrha je ovog istraživanja ispitati razlike između studenata prve i pete godine učiteljskih studija na varijablama ličnosti i motivacije koje upućuju na njihove pristupe učenju. Sudionici su 217 studenata prve i 109 studenata pete godine s tri hrvatska sveučilišta. Upitnički su ispitivane dispozicije ličnosti, samopoimanje, ciljne orijentacije, motivacija, strategije učenja i percipirana podrška autonomiji u učenju. Rezultati su pokazali da su učenici završne godine učiteljskih studija iskazali veću savjesnost i samoefikasnost, a manje izbjegavajućih ciljnih orijentacija, ekstrinzične motivacije te površinskih pristupa učenju u usporedbi sa studentima prve godine, što upućuje na njihov adaptivniji i proaktivniji pristup učenju. Moguće je da su dobivene razlike rezultat maturacijskih procesa i /ili utjecaja učiteljskih studija koji podržavaju razvoj adaptivnijih obrazaca učenja i samopoimanja.)
| Item Type: | Article |
|---|---|
| Additional Information: | Language: English. - Title in Croatian: Pristupi učenju studenata prve i pete godine učiteljskih studija: ima li razlika?. - For full text click 'Official URL'. If downloading isn't available any more, request a copy. |
| Uncontrolled Keywords: | Personality traits, motivation, learning strategies, achievement goal orientation, student teachers (osobine ličnosti, motivacija, strategije učenja, ciljne orijentacije, budući učitelji) |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology |
| Depositing User: | Karolina |
| Date Deposited: | 23 Nov 2016 13:24 |
| Last Modified: | 12 Sep 2017 11:44 |
| URI: | http://idiprints.knjiznica.idi.hr/id/eprint/528 |
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