Approaches to learning of first-year and fifth-year student teachers: are there any differences?

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)

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Official URL: http://www.tandfonline.com/eprint/yKprGKtt2tIsHeS3...

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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