Assessment Preferences of Preservice Teachers: Analysis According to Academic Level and Relationship with Learning Styles and Motivational Orientation

Autor/inn/en	Garcia-Ros, Rafael; Perez-Gonzalez, Francisco
Titel	Assessment Preferences of Preservice Teachers: Analysis According to Academic Level and Relationship with Learning Styles and Motivational Orientation
Quelle	In: Teaching in Higher Education, 16 (2011) 6, S.719-731 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2011.570434
Schlagwörter	Preservice Teachers; Locus of Control; Cognitive Style; Self Efficacy; Student Motivation; Program Effectiveness; Teaching Methods; Preservice Teacher Education; Undergraduate Students; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Ausland; Spanien
Abstract	This study analyze the preferences of preservice teachers about different assessment procedures, and the relationship of these preferences with the students' academic levels, learning styles and motivational orientations. The participants were 248 students in the Teaching degree program (124 first-year students and 124 in their third-year). The results confirmed that the preferences were structured on the basis of two orthogonal dimensions (preferences for conventional and non-conventional methods). There is also a sharp reduction in preferences for conventional procedures depending on the academic level considered, while a slight increase is observed in preferences for non-conventional ones. The preference for non-conventional procedures is associated with a deep learning style, methodical study, and elaborative learning, as well as an intrinsic orientation toward learning, the task value, and academic self-efficacy. Preference for conventional procedures is associated with elaborative processing, an extrinsic orientation toward learning, the task value, and an internal locus of control. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10