632
Views
4
CrossRef citations to date
0
Altmetric
Articles

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

, &
Pages 62-75 | Received 01 Jan 2017, Accepted 18 Oct 2016, Published online: 03 Nov 2016

References

  • Bargman, R. E. 1970. “Interpretation and Use of a Generalized Discriminant Function.” In Essays in Probability and Statistics, edited by R. C. Bose, et al., 35–60. Chapel Hill: University of North Carolina Press.
  • Besser, A., and V. Zeigler-Hill. 2014. “Positive Personality Features and Stress among First-Year University Students: Implications for Psychological Distress, Functional Impairment, and Self-Esteem.” Self and Identity 13 (1): 24–44.10.1080/15298868.2012.736690
  • Biggs, J. 1987. Student Approaches to Learning and Studying. Hawthorn: Australian Council for Educational Research.
  • Brownlee, J. 2004. “An Investigation of Teacher Education Students’ Epistemological Beliefs: Developing a Relational Model of Teaching.” Research in Education 72: 1–17.10.7227/RIE.72.1
  • Butler, R. 2007. “Teachers’ Achievement Goals and Associations with Teachers’ Help-Seeking: Examination of a Novel Approach to Teacher Motivation.” Journal of Educational Psychology 99: 241–252.10.1037/0022-0663.99.2.241
  • Butler, R., and L. Shibaz. 2008. “Achievement Goals for Teaching as Predictors of Students’ Perceptions of Instructional Practices and Students’ Help Seeking and Cheating.” Learning and Instruction 18: 453–467.10.1016/j.learninstruc.2008.06.004
  • Caires, S., L. Almeida, and D. Vieira. 2012. “Becoming a Teacher: Student Teachers’ Experiences and Perceptions about Teaching Practice.” European Journal of Teacher Education 35 (2): 163–178.10.1080/02619768.2011.643395
  • Canrinus, E. T., and M. Fokknes Bruinsma. 2014. “Changes in Student Teachers’ Motives and the Meaning of Teacher Education Programme Quality.” European Journal of Teacher Education 37: 262–278.10.1080/02619768.2013.845162
  • Caprara, G. V., M. Vecchione, G. Alessandri, M. Gerbino, and C. Barbaranelli. 2011. “The Contribution of Personality Traits and Self-Efficacy Beliefs to Academic Achievement: A Longitudinal Study.” British Journal of Educational Psychology 81: 78–96.10.1348/2044-8279.002004
  • Chamorro-Premuzic, T., and A. Furnham. 2009. “Mainly Openness: The Relationship Between the Big Five Personality Traits and Learning Approaches.” Learning and Individual Differences 19: 524–529.10.1016/j.lindif.2009.06.004
  • Cheng, M. M. H., K. Chan, S. Y. F. Tang, and A. Y. N. Cheng. 2009. “Pre-Service Teacher Education Students’ Epistemological Beliefs and Their Conceptions of Teaching.” Teaching and Teacher Education 25 (2): 319–327.10.1016/j.tate.2008.09.018
  • Clarke, D., and H. Hollingsworth. 2002. “Elaborating a Model of Teacher Professional Growth.” Teaching and Teacher Education 18: 947–967.10.1016/S0742-051X(02)00053-7
  • Craven, R. G., and H. W. Marsh. 2008. “The Centrality of the Self-Concept Construct for Psychological Wellbeing and Unlocking Human Potential: Implications for Child and Educational Psychologists.” Educational and Child Psychology 25: 104–118.
  • Donche, V., and P. Van Petegem. 2009. “The Development of Learning Patterns of Student Teachers: A Cross-Sectional and Longitudinal Study.” Higher Education 57: 463–475.10.1007/s10734-008-9156-y
  • Duarte Silva, A. P., and A. Stam. 2000. “Discriminant Analysis.” In Reading and Understanding Multivariate Statistics, edited by L. G. Grimm and P. R. Yarnold, 277–318. Washington, DC: American Psychological Association.
  • Elliot, A. J. 1999. “Approach and Avoidance Motivation and Achievement Goals.” Educational Psychologist 34: 149–169.
  • Elliot, A. J. 2005. “A Conceptual History of the Achievement Goal Construct.” In Handbook of Competence and Motivation, edited by A. J. Elliot and C. S. Dweck, 52–72. New York: Guilford.
  • Elliot, A. J., and M. A. Church. 1997. “A Hierarchical Model of Approach and Avoidance Achievement Motivation.” Journal of Personality and Social Psychology 72: 218–232.10.1037/0022-3514.72.1.218
  • Endedijk, M. D., J. D. Vermunt, N. Verloop, and M. Brekelmans. 2012. “The Nature of Student Teachers’ Regulation of Learning in Teacher Education.” British Journal of Educational Psychology 82: 469–491.10.1111/bjep.2012.82.issue-3
  • Feinman-Nemser, S. 2008. “Teacher Learning: How Do Teachers Learn to Teach?” In Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts. 3rd ed, edited by M. Cochran-Smith, S. Feiman-Nemser, J. McIntyre and K. E. Demers, 697–705. New York: Routledge and Association of Teacher Education.
  • Furnham, A., J. Monsen, and G. Ahmetoglu. 2009. “Typical Intellectual Engagement, Big Five Personality Traits, Approaches to Learning and Cognitive Ability Predictors of Academic Performance.” British Journal of Educational Psychology 79: 769–782.10.1348/978185409X412147
  • Furnham, A., V. Swami, A. Arteche, and T. Chamorro-Premuzic. 2008. “Cognitive Ability, Learning Approaches and Personality Correlates of General Knowledge.” Educational Psychology 28: 427–437.10.1080/01443410701727376
  • Giboney Wall, C. R. 2016. “From Student to Teacher: Changes in Preservice Teacher Educational Beliefs Throughout the Learning-to-Teach Journey.” Teacher Development 20: 364–379.10.1080/13664530.2016.1149509
  • Green, J., J. Nelson, A. J. Martin, and H. W. Marsh. 2006. “The Causal Ordering of Self-Concept and Academic Motivation and its Effect on Academic Achievement.” International Education Journal 7: 534–546.
  • Guay, F., C. F. Ratelle, and J. Chanal. 2008. “Optimal Learning in Optimal Contexts: The Role of Self-Determination in Education.” Canadian Psychology 49: 233–240.10.1037/a0012758
  • Guay, F., C. F. Ratelle, A. Roy, and D. Litalien. 2010. “Academic Self-Concept, Autonomous Academic Motivation, and Academic Achievement: Mediating and Addictive Effects.” Learning and Individual Differences 20: 644–653.10.1016/j.lindif.2010.08.001
  • Haggis, T., and M. Pouget. 2002. “Trying to be Motivated: Perspectives on Learning from Younger Students Accessing Higher Education.” Teaching in Higher Education 7: 323–336.10.1080/13562510220144798a
  • John, O. P., L. P. Naumann, and C. J. Soto. 2008. “Paradigm Shift to the Integrative Big-Five Trait Taxonomy: History, Measurement, and Conceptual Issues.” In Handbook of Personality: Theory and Research, edited by O. P. John, R. W. Robins and L. A. Pervin, 114–158. New York: Guilford Press.
  • Knoblauch, D., and A. Woolfolk Hoy. 2008. “‘May be I Can Teach Those Kids’. the Influence of Contextual Factors on Student Teachers’ Sense of Efficacy.” Teaching and Teacher Education 24: 166–179.10.1016/j.tate.2007.05.005
  • Komarraju, M., and S. J. Karau. 2005. “The Relationship Between the Big Five Personality Traits and Academic Motivation.” Personality and Individual Differences 39: 557–567.10.1016/j.paid.2005.02.013
  • Komarraju, M., S. Karau, and R. Schmeck. 2009. “Role of the Big Five Personality Traits in Predicting College Students’ Academic Motivation and Achievement.” Learning and Individual Differences 19: 47–52.10.1016/j.lindif.2008.07.001
  • Korthagen, F. 2004. “In Search of the Essence of a Good Teacher: Towards a More Holistic Approach in Teacher Education.” Teaching and Teacher Education 20: 77–97.10.1016/j.tate.2003.10.002
  • Krull, E., I. Koni, and K. Oras. 2013. “Impact on Student Teachers’ Conception of Learning and Teaching from Studying a Course in Educational Psychology.” Asia-Pacific Journal of Teacher Education 41: 218–231.10.1080/1359866X.2013.777026
  • Law, W., A. J. Elliot, and K. Murayama. 2012. “Perceived Competence Moderates the Relation Between Performance-Approach and Performance-Avoidance Goals.” Journal of Educational Psychology 104: 806–819.10.1037/a0027179
  • Levin, B. B., and He Ye. 2008. “Investigating the Content and Sources of Preservice Teachers’ Personal Practical Theories (PPTs).” Journal of Teacher Education 59: 55–68.10.1177/0022487107310749
  • Macan, T. H., C. Shahani, R. L. Dipboye, and A. P. Phillips. 1990. “College Students’ Time Management: Correlations with Academic Performance and Stress.” Journal of Educational Psychology 82: 760–768.10.1037/0022-0663.82.4.760
  • Malmberg, L.-E. 2008. “Student Teachers’ Motivation for Teaching and Teacher Studies.” Learning and Instruction 18: 438–452.10.1016/j.learninstruc.2008.06.003
  • Marsh, H. W. 1992. “Content Specificity of Relations Between Academic Achievement and Academic Self-Concept.” Journal of Educational Psychology 84: 35–42.10.1037/0022-0663.84.1.35
  • Marsh, H. W., and R. O’Neill. 1984. “Self Description Questionnaire III: The Construct Validity of Multidimensional Self-Concept Ratings by Late Adolescents.” Journal of Educational Measurement 21 (2): 153–174.10.1111/jedm.1984.21.issue-2
  • Marsh, H. W., U. Trautwein, O. Lüdtke, O. Köller, and J. Baumert. 2006. “Integration of Multidimensional Self-Concept and Core Personality Constructs: Construct Validation and Relations to Well-Being and Achievement.” Journal of Personality 74: 403–456.10.1111/jopy.2006.74.issue-2
  • McAbee, S. T., and F. L. Oswald. 2013. “The Criterion-Related Validity of Personality Measures for Predicting GPA: A Meta-Analytic Validity Competition.” Psychological Assessment 25 (2): 532–544.10.1037/a0031748
  • Möller, J., B. Pohlmann, O. Köller, and H. W. Marsh. 2009. “A Meta-Analytic Path Analysis of the Internal/External Frame of Reference Model of Academic Achievement and Academic Self-Concept.” Review of Educational Research 79: 1129–1167.10.3102/0034654309337522
  • Mutton, T., K. Burn, and H. Hagger. 2010. “Making Sense of Learning to Teach: Learners in Context.” Research Papers in Education 25: 73–91.10.1080/02671520802382912
  • Niemi, H., Nevgi, A., and F. Aksit 2016. Active Learning Promoting Student Teachers’ Professional Competences in Finland and Turkey. European Journal of Teacher Education, http://www.tandfonline.com/doi/full/10.1080/02619768.2016.1212835.
  • Nillson, P. 2009. “From Lesson Plan to New Comprehension: Exploring Student Teachers’ Pedagogical Reasoning in Learning About Teaching.” European Journal of Teacher Education 32: 239–258.10.1080/02619760802553048
  • Oosterheert, I. E., J. D. Vermunt, and E. Denessen. 2002. “Assessing Orientations to Learning to Teach.” British Journal of Educational Psychology 72: 41–64.10.1348/000709902158766
  • Pelletier, L. G., C. Séguin-Lévesque, and L. Legault. 2002. “Pressure From Above and Pressure From Below as Determinants of Teachers’ Motivation and Teaching Behaviors.” Journal of Educational Psychology 94: 186–196.10.1037/0022-0663.94.1.186
  • Pintrich, P. R. 1999. “The Role of Motivation in Promoting and Sustaining Self-Regulated Learning.” International Journal of Educational Research 31: 459–470.10.1016/S0883-0355(99)00015-4
  • Pintrich, P., D. Smith, T. Garcia, and W. McKeachie. 1991. A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Post Secondary Teaching and Learning. Michigan: Ann Arbor.
  • Poropat, A. E. 2009. “A Meta-Analysis of the Five-Factor Model of Personality and Academic Performance.” Psychological Bulletin 135: 322–338.10.1037/a0014996
  • Puustinen, M., and L. Pulkkinen. 2001. “Models of Self-Regulated Learning: A Review.” Scandinavian Journal of Educational Research 45: 269–286.10.1080/00313830120074206
  • Reeve, J. 2006. “Teachers as Facilitators: What Autonomy-Supportive Teachers Do and Why Their Students Benefit.” Elementary School Journal 106: 225–236.10.1086/501484
  • Richardson, V. 2003. “Preservice Teachers’ Beliefs.” In Teacher Beliefs and Classroom Performance: The Impact of Teacher Education, edited by J. Raths and A. C. McAninch, 1–22. Greenwich, CT: Information Age.
  • Ripski, M. B., J. LoCasale-Crouch, and L. Decker. 2011. “Pre-Service Teachers: Dispositional Traits, Emotional States, and Quality of Teacher-Student Interactions.” Teacher Education Quarterly 38 (2): 77–96.
  • Robbins, R. W., R. C. Fraley, B. W. Roberts, and K. H. Trzesniewski. 2001. “A Longitudinal Study of Personality Change in Young Adulthood.” Journal of Personality 69 (4): 617–640.10.1111/1467-6494.694157
  • Rodgers, C. R., and K. H. Scott. 2008. “The Development of the Personal Self and Professional Identity in Learning to Teach.” In Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts. 3rd ed, edited by M. Cochran-Smith, S. Feiman-Nemser, J. McIntyre and K. E. Demers, 732–755. New York: Routledge and Association of Teacher Education.
  • Ryan, R. M., and E. L. Deci. 2000. “Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.” Contemporary Educational Psychology 25: 54–67.10.1006/ceps.1999.1020
  • Sosu, E. M., and D. S. Gray. 2012. “Investigating Change in Epistemic Beliefs: An Evaluation of the Impact of Student Teachers’ Beliefs on Instructional Preference and Teaching Competence.” International Journal of Educational Research 53: 80–92.10.1016/j.ijer.2012.02.002
  • Sternberg, K., L. Karlsson, H. Pitkaniemi, and K. Maaranen. 2014. “Beginning Student Teachers’ Teacher Identities Based on Their Practical Theories.” European Journal of Teacher Education 37: 204–219.10.1080/02619768.2014.882309
  • Struyven, K., F. Dochy, and S. Janssens. 2010. “‘Teach as You Preach’. The Effects of Student-Centered vs. Lecture-Based Teaching on Student Teachers’ Approaches to Teaching.” European Journal of Teacher Education 33: 43–64.10.1080/02619760903457818
  • Tait, H., and N. Entwistle. 1996. “Identifying Students at Risk Through Ineffective Study Strategies.” Higher Education 31: 97–116.10.1007/BF00129109
  • Tillema, H. H., and W. E. Knoll. 1997. “Promoting Student Teacher Learning Through Conceptual Change or Direct Instruction.” Teaching and Teacher Education 13: 579–595.10.1016/S0742-051X(97)80002-9
  • Trueman, M., and J. Hartley. 1996. “A Comparison Between the Time-Management Skills and Academic Performance of Mature and Traditional-Entry University Students.” Higher Education 32: 199–215.10.1007/BF00138396
  • Vanthournout, G., D. Gijbels, L. Coertjens, V. Donche, and P. Van Petegem. 2012. Students’ Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students’ Learning Strategies and Academic Motivation. Education Research International ( Article ID 152747): 1–10.10.1155/2012/152747
  • Vermunt, J. D., and M. D. Endedijk. 2011. “Patterns in Teacher Learning in Different Phases of Their Professional Career.” Learning and Individual Differences 21: 294–302.10.1016/j.lindif.2010.11.019
  • Wideen, M., J. Mayer-Smith, and B. Moon. 1998. “A Critical Analysis of the Research on Learning to Teach: Making the Case for an Ecological Perspective on Inquiry.” Review of Educational Research 68 (2): 130–178.10.3102/00346543068002130
  • Wiens, P. D., and S. Ruday. 2014. “Personality and Preservice Teachers: Does it Change, Does it Matter?” Issues in Teacher Education 22: 7–27.
  • Williams, G. C., and E. L. Deci. 1996. “Internalization of Biopsychosocial Values by Medical Students: A Test of Self-Determination Theory.” Journal of Personality and Social Psychology 70: 767–779.10.1037/0022-3514.70.4.767

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.