Dispositions Toward Critical Thinking: The preservice teacher's perspective

This study examines the critical thinking (CT) dispositions of 202 preservice physical education students in the US. All were juniors or seniors and enrolled in physical education secondary teaching methods classes. Results provided evidence of a positive inclination toward CT on six of seven subscales and the total score of the California Critical Thinking Dispositions Inventory (CCTDI). When compared with other university populations, the preservice physical education sample generated higher scores than community college students, but were generally outscored by students from a private 4-year university cohort. Knowledge of the CCTDI data can be used to assist physical education teacher educators as they prepare teachers capable of fostering CT in their students.     

The effect of cognitive responses on the attitudes of preservice elementary teachers toward energy conservation

The investigation attempted to determine if subjects' cognitive responses to a persuasive communication are more highly correlated with attitude change than the recall of arguments presented in the communication. Subjects were exposed to a systematically designed persuasive communication and then tested for their retention of arguments presented in the communication and cognitive responses. Attitude change was significantly correlated with cognitive responses elicited immediately following the persuasive communication and cognitive responses recalled three weeks later. There was no significant correlation between recall of communication arguments and attitude change. The results offer a plausible explanation for the contradictory findings reported in the science education literature regarding the dissipation of attitudes changed using persuasive communication.     

The influences of sequenced instructional strategy and locus of control on preservice elementary teachers' understanding of the nature of science

The intent of this study was to investigate the influence of both locus of control as well as three instructional strategies, which differed in their respective emphases on science content, teaching methods, and process science, to foster an understanding of the nature of science. Data were collected from 135 elementary preservice teachers enrolled in science teaching methods courses at the endpoint of three sequences: (a) introductory process instruction with three subsequent semesters of integrated science content and teaching methods, (b) process instruction with separate subsequent content and teaching methods, and (c) only science content with subsequent teaching methods. Statistical procedures included ANOVA, regression, and correlation. Results revealed that the nature of science was most predictable for a separate process/content/teaching methods strategy. Major conclusions were (1) logical thinking ability was the most influential predictor of understanding the nature of science and (2) separate rather than integrated experiences in content and teaching methods were superior in developing an understanding of the nature of science. Implications for preservice elementary teacher preparation are discussed.     

The effects of computer-assisted instruction and locus of control upon preservice elementary teachers' acquisition of the integrated science process skills

The purpose of this study was to determine the effects of computer-assisted instruction (CAI) versus a text mode of programmed instruction (PI), and the cognitive style of locus of control, on preservice elementary teachers' achievement of the integrated science process skills. Eighty-one preservice elementary teachers in six sections of a science methods class were classified as internally or externally controlled. The sections were randomly assigned to receive instruction in the integrated science process skills via a microcomputer or printed text. The study used a pretest-posttest control group design. Before assessing main and interaction effects, analysis of covariance was used to adjust posttest scores using the pretest scores. Statistical analysis revealed that main effects were not significant. Additionally, no interaction effects between treatments and loci of control were demonstrated. The results suggest that printed PI and tutorial CAI are equally effective modes of instruction for teaching internally and externally oriented preservice elementary teachers the integrated science process skills.     

Investigating the impact of teacher education strategies on preservice teachers' TPACK

The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and the TPACK-practical scale. The strategies investigated in the SQD-model included: using teacher educators as role models; reflecting on the role of technology in education; learning how to use technology by design; collaboration with peers; scaffolding authentic technology experiences; and providing continuous feedback. The linear regression analysis revealed a positive relation between teacher education strategies and preservice teachers' TPACK. Reflection and teacher educators' as role models were the most frequently used teacher education strategies in teacher education programs included in this study. Results provided recommendations for further research on the connection between the teacher education strategies and the development of preservice teachers' TPACK in teacher education programs.     

对认知策略的几点认识

认知策略是学习策略的核心部分,也是掌握学习策略的关键。认知策略是学习信息加工的方法和技术,主要包括集中注意策略、获取与编码策略、储存和组织策略、再认和回忆四部分内容。在课堂教学中,教师要充分运用认知策略向学习传授知识信息,并使学生掌握认知策略的方法,提高学生学习的效率和兴趣。     

The effect of locus of control on communication motivation,anxiety, and satisfaction

Uses and gratifications is a psychological communication perspective focusing on how individual differences mediate attitudes and behavior. Incorporated in the perspective is an implicit emphasis of the interface of personal and mediated communication. As a salient psychological trait, locus of control should affect communication motivation and tendencies. Based on internal vs. external locus of control, we expected differences in communication motivation in interpersonal and mass‐media contexts, and differences in one's communication anxiety and satisfaction. Multivariate analysis of variance supported our expectations. Externals found communication to be less rewarding and less satisfying, tended to avoid communication, and were motivated to communicate more ritualistically than internals. We discussed these findings.     

The effect of problem-based learning on the environmental attitudes of preservice science teachers

This study attempted to investigate the effect of problem-based learning (PBL) on the environmental attitudes of preservice science teachers. In the study, an experimental design was used with a pre-test and post-test control group. In all, 51 junior preservice science teachers participated in the study. The study was carried out over 10 weeks within the scope of an environmental science course. During the study, lessons in the experimental group were processed using a PBL approach while lessons in the control group were processed using a traditional teaching approach. Data were collected through a personal information form and environmental attitudes inventory. Data were then analysed using PASW Statistics 18 (SPSS Inc.). The findings of the study revealed a statistically significant increase in favour of the experimental group preservice science teachers’ environmental attitudes. An increase in environmental attitudes was also found in the control group; however, this increase was not statistically significant. As a result, PBL was found to be more effective than the traditional teaching approach in the development of environmental attitudes in preservice science teachers.     

The effect of individual goal-setting conferences on academic achievement and modification of locus of control orientation

The study was designed to investigate the effects of individual goal-setting conferences on classroom achievement and locus of control orientation. Subjects were blocked on sex and previous achievement and randomly assigned to one of three treatment groups: the goal-setting (GS) group, which received weekly individual goal-setting conferences; the conference (Cf) group, which received weekly individual conferences but set no goals; and the control (C) group, which received no conferences. Analyses of the data showed a significant treatment effect for achievement across treatment groups, with the GS group having significantly higher achievement than the Cf and C groups. Treatment effect across locus of control measures across treatment groups was less clear, although post hoc analyses indicated that the GS group was significantly more internal than either the Cf or C groups on the three intellectually oriented measures.     

Generalizability of diagnostic-prescriptive teaching strategies across student locus of control and multiple instructional units

The influence of locus of control and diagnostic testing with prescribed remediation on immediate and retained science achievement was the focus of the study. To test the generalizability of the results across instructional units and to check on the existence of a treatment warm-up period, the experiment was conducted across three biology units. The results supported the existence of the warm-up period with no significant effects of diagnosis and remediation during the first unit. On later units and on the retention measure, the experimental subjects achieved significantly more than the control. No locus of control X treatment interactions were found; although, in one unit, the internal locus of control subjects achieved significantly higher than externals.     

高等教育结构性变革视角下教师专业发展策略研究

我国高等教育在数量与规模达到一定程度之后,必须寻求教育质量内涵的提升,进一步的结构性调整与教育要素重组势在必行。为适应经济社会发展新范式、教育的全球化竞争和应对信息技术渗透的高等教育结构性变革及知识组织的功能分化、去边界化和提供主体多元化,高校教师在专业能力发展层面要进行角色切换、教学模式创新以及自我导向学习才能适应新的形势需要。     

The assessment of preservice teachers' dispositions

Abstract

Teacher dispositions are a central force in shaping the environment in which schooling takes place. State and national accrediting bodies have underscored this importance by including preservice teacher dispositions as an important component within the standards. Consequently, teacher certification programs must attend to this dimension; however, dispositions are neither easily identified nor easily assessed.

This study field tested an instrument used to identify and evaluate preservice teachers' dispositions. The implementation of the instrument was grounded in a commitment to have students reflect first on their own behavior, with faculty oversight in reviewing this self‐assessment. The instrument was evaluated in terms of its reliability using Cronbach's alpha. The process of using the instrument was analyzed through student and faculty feedback. The revised instrument is provided for use by other universities.