Preservice teachers’ approaches to learning and their teaching approach preferences: Secondary teacher education program in focus

References

• Abedin, F., Jaafar, Z., Husain, S., & Abdullah, R. (2013). The validity of assist as a measurement of learning approach among MDAB students. Social and Behavioral Sciences, 90,549–557.
   Google Scholar
• Ahmed, A. (2013). Teacher education in Ethiopia: Growth and development. African Journal of Teacher Education, Retrieved from. https://journal.lib.uoguelph.ca/index.php/ajote/article/view/2850/3254
   Google Scholar
• Ballantyne, J. (2003). Current trends in teacher education: Some implications. Paper presented at the joint AARE/NZARE Conference, Auckland. Australian Association for Reform in Education.
   Google Scholar
• Beaten, M., Dochy, F., & Struyven, K. (2013). Student-centred teaching methods: Can they optimize students’ approaches to learning in professional higher education? Studies in Educational Evaluation, 39, 14–22. doi:10.1016/j.stueduc.2012.11.001
   Web of Science ®Google Scholar
• Biggs, J., Kember, D., & Leung, P. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133–149. doi:10.1348/000709901158433
   PubMed Web of Science ®Google Scholar
• Biggs, J., & Tang, C. (2007). Teaching for quality learning at university (3rd ed.). Berkshire: McGraw Hill.
   Google Scholar
• Biniyam, A. (2014). The utilization of active learning: The case of nifas silk lafto sub-city governmental upper primary schools (Unpublished Master’s Thesis), Addis Ababa University, Ethiopia.
   Google Scholar
• Birhanu, M. (2010). Active learning approaches in mathematics education at universities in oromiya, Ethiopia (Unpublished PhD Dissertation), University of south Africa, South Africa.
   Google Scholar
• Bonwell, C., & Eison, J. (1991). Active learning: Creating excitement in the classroom. Retrieved from http://www.ntlf.com/html/lib/bib/gi-gdig.html
   Google Scholar
• Campbell, J., Smith, D., Boulton-Lewis, G., Brownlee, J., Burnett, P. C., Carrington, S., & Purdie, N. (2001). Students’ perceptions of teaching and learning: The influence of students’ approaches to learning and teachers’ approaches to teaching. Teacher and Teaching: Theory and Practice, 7(2), 173–187. doi:10.1080/13540600120054964
   Google Scholar
• Cannella, G. S., & Reiff, J. C. (1994). Individual constructivist teacher education: Teachers as empowered learners. Teacher Education Quarterly, 21(3), 27–38.
   Google Scholar
• Chamorro-Premuzic, T., Furnham, A., & Lewis, B. (2007). Personality and approaches to learning predict preference for different teaching methods. Learning and Individual Differences, 17, 241–250. doi:10.1016/j.lindif.2006.12.001
   Web of Science ®Google Scholar
• Chan, K. (2007). Hong Kong teacher education students’ epistemological beliefs and their relations with conceptions of learning and learning strategies. The Asia Pacific-Education Researcher, 16(2), 199–212.
   Web of Science ®Google Scholar
• Cheng, A., Tang, S., & Cheng, M. (2015). Changing conceptions of teaching: A four- year learning journey for student teachers. Teachers and Teaching. doi:10.1080/13540602.2015.1055437
   Web of Science ®Google Scholar
• Conti, G. (2007). Identifying your educational philosophy: Development of the philosophies held by instructors of lifelong-learners. Journal of Adult Education, 30(5), 19–34.
   Google Scholar
• Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166–173. doi:10.1177/0022487100051003002
   Web of Science ®Google Scholar
• Derebssa, D. (2006). Tension between traditional and modern teaching-learning approaches in Ethiopian primary schools. Journal of International Cooperation in Education, 9(1), 123–140.
   Google Scholar
• Duarte, P. (2013). Conceptions of good teaching by good teachers: Case studies from an Australian University. Journal of University Teaching & Learning Practice, 10(1), 1–12.
   Google Scholar
• Dunn, S., & Dunn, J. (1979). Learning styles/teaching styles: Should they can they be matched?. Educational Leadership, 238–244. http://www.ascd.org/ascd/pdf/journals/ed_lead/el_197901_dunn.pdf
   Web of Science ®Google Scholar
• Entwistle, N., & Peterson, E. (2004). Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments. International Journal of Educational Research, 41, 407–428. doi:10.1016/j.ijer.2005.08.009
   Google Scholar
• Entwistle, N., Skinner, D., Entwistle, D., & Orr, S. (2000). Conceptions and beliefs about “good teaching”: An integration of contrasting research areas. Higher Education Research & Development, 19(1), 5–26. doi:10.1080/07294360050020444
   Google Scholar
• Frazel, M. B. (1995). Integrated teaching methods: Theory, classroom approach and field based connections. New York: Mc Graw Hill Inc.
   Google Scholar
• Gezu, G. (2012). The status of teacher development program in oromiya colleges of teacher education (Unpublished Master’s Thesis), Addis Ababa University, Ethiopia.
   Google Scholar
• Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87–100. doi:10.1177/1469787404040463
   Google Scholar
• Gilakjani, A. P. (2012). A match or mismatch between learning styles of the learners and teaching styles of the teachers. International Journal of Modern Education and Computer Science, 11, 51–60. doi:10.5815/ijmecs.2012.11.05
   Google Scholar
• Glasgow, N. A. (1994). Doing science: Innovative curriculum for the life science. California: Sage Publishing Company.
   Google Scholar
• Gordon, C., & Debus, R. (2002). Developing deep learning approaches and personal teaching efficacy within a preservice teacher education context. British Journal of Educational Psychology, 72, 483–511. doi:10.1348/00070990260377488
   PubMed Web of Science ®Google Scholar
• Grasha, F., & Yangarber-Hicks, N. (2000). Integrating teaching styles and learning styles with instructional technology. College Teaching, 48(1), 2–10. doi:10.1080/87567550009596080
   Google Scholar
• Hall, M., Ramsay, A., & Raven, J. (2004). Changing the learning environment to promote deep learning approaches in first-year accounting students. Accounting Education: An International Journal, 13(4), 489–505. doi:10.1080/0963928042000306837
   Google Scholar
• ICDR [Institute of Curriculum and Development Review]. (1999). Teacher education handbook. Addis Ababa: Finfine Printing and Publishing.
   Google Scholar
• Ismat, A. 1998. Constructivism in teacher education: Considerations for those who would link practice to theory. ERIC Digest. 1–7. https://files.eric.ed.gov/fulltext/ED426986.pdf
   Google Scholar
• Jeylan, W. (2011). Impediments to educative practicum: The case of teacher preparation in Ethiopia. Research in Post-Compulsory Education, 16(3), 333–355. doi:10.1080/13596748.2011.602244
   Google Scholar
• Kablan, Z., & Kaya, S. (2014). Preservice teachers’ constructivist teaching scores based on their learning styles. Australian Journal of Teacher Education, 39(12), 66–73. doi:10.14221/ajte.2014v39n12.5
   Google Scholar
• Kember, D., & Gow, L. (1989). A model of student approaches to learning encompassing ways to influence and change approaches. Instructional Science, 18, 263–288. doi:10.1007/BF00118014
   Web of Science ®Google Scholar
• Kember, D., & Kwan, K. (2000). Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. Instructional Science, 28, 469–490. doi:10.1023/A:1026569608656
   Web of Science ®Google Scholar
• Khalid, A., & Azeem, M. (2012). Constructivist vs traditional: Effective instructional approach in teacher education. International Journal of Humanities and Social Science, 2(5), 170–176.
   Google Scholar
• Lam, B., & Kember, D. (2006). The relationship between conceptions of teaching and approaches to teaching. Teachers and Teaching: Theory and Practice, 12(6), 693–713. doi:10.1080/13540600601029744
   Google Scholar
• Lucas, U. (2001). Deep and surface approaches to learning within introductory accounting: A phenomenographic study. Accounting Education: an International Journal, 10(2), 161–184. doi:10.1080/09639280110073443
   Google Scholar
• MacKinnon, A., & Scarff-Seatter, C. (1997). Constructivism: Contradictions and confusions in teacher education. In V. Richardson (Ed.), Constructivist teacher education (pp. 39–55). London: The Falmer Press.
   Google Scholar
• Marton, F., & Saljo, R. (1976). On qualitative differences in learning: I-outcome and process. Britain Journal of Educational Psychology, 46, 4–11. doi:10.1111/j.2044-8279.1976.tb02980.x
   Web of Science ®Google Scholar
• MOE [Ministry of Education]. (2009a). Continuous professional development for primary and secondary school teachers, leaders and supervisors in Ethiopia: The framework. Addis Ababa, Ethiopia: Author.
   Google Scholar
• MOE [Ministry of Education]. (2009b). Curriculum framework for secondary school teacher education program in Ethiopia. Addis Ababa, Ethiopia: Author.
   Google Scholar
• Mulugeta, T. (2009). Evaluation of the implementation of the “paradigm shift” in efl teacher education program (Unpublished Doctoral Dissertation), Addis Ababa University, Ethiopia.
   Google Scholar
• Nations, C. (2007). Constructivist/engaged learning approaches to teaching and learning. In J. L. Kincheloe & R. A. Horn Jr (Eds.), The Praeger handbook of education and psychology (pp. 283–295). USA: Praeger Publishers.
   Google Scholar
• Noel, J. (1993). Practical reasoning: Constructivist theory and practice in teacher education. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta.
   Google Scholar
• Oli, N. (2006). The status of active learning approach in the teacher education colleges of oromiya region (Unpublished Master’s Thesis), Addis Ababa University, Ethiopia.
   Google Scholar
• Plass, H. (1998). The learner-centered classroom. in quality of education in Ethiopia: Vision for the 21st century. In A. Asegedom et al. (Eds.) in Quality of Education in Ethiopia: Visions for the 21st century: proceedings of the National Conference held in Awassa College of Teachers Education, 1998 July 12–18. Addis Ababa: IER, Addis Ababa University. pp, 309–319.
   Google Scholar
• Postareff, L., & Lindblom-Yla, S. (2008). Variation in teachers’ descriptions of teaching: Broadening the understanding of teaching in higher education. Learning and Instruction, 18, 109–120. doi:10.1016/j.learninstruc.2007.01.008
   Web of Science ®Google Scholar
• Pritchard, A., & Woollard, J. (2010). Psychology for the classroom: Constructivism and social learning. London: Routledge.
   Google Scholar
• Ramsdon, P. (1983). Institutional variations in British students’ approaches to learning and experience of teaching. Higher Education, 12, 691–705. doi:10.1007/BF00132425
   Web of Science ®Google Scholar
• Redden, K. C., Simon, R. A., & Aulls, M. W. (2007). Alignment in constructivist-oriented teacher education: Identifying pre-service teacher characteristics and associated learning outcomes. Teacher Education Quarterly, 149–164. https://files.eric.ed.gov/fulltext/EJ795182.pdf
   Google Scholar
• Richardson, T. (2010). Approaches to studying, conceptions of learning and learning styles in higher education. Learning and Individual Differences, 21, 288–293. doi:10.1016/j.lindif.2010.11.015
   Web of Science ®Google Scholar
• Richardson, V. (1997). Constructivist teaching and teacher education: Theory and practice. In V. Richardson (Ed.), Constructivist teacher education (pp. 3–14). London: The Falmer Press.
   Google Scholar
• Samuelowicz, K., & Bain, J. (2001). Revisiting academics’ beliefs about teaching and learning. Higher Education, 41, 299–325. doi:10.1023/A:1004130031247
   Web of Science ®Google Scholar
• Semela, T. (2014). Teacher preparation in Ethiopia: A critical analysis of reforms. Cambridge Journal of Education, 44(1), 113–145. doi:10.1080/0305764X.2013.860080
   Web of Science ®Google Scholar
• Sharma, D. S. (1997). Accounting students’ learning conceptions, approaches to learning, and the influence of the learning–Teaching context on approaches to learning. Accounting Education: an International Journal, 6(2), 125–146. doi:10.1080/096392897331532
   Google Scholar
• Skinner, D. (2005). Get set for teacher training. Edinburgh: Edinburgh University Press.
   Google Scholar
• Slavin, R. (2006). Educational psychology: Theory and practice (8th ed.). Boston: Pearson Education Inc.
   Google Scholar
• Tacconi, G., & Hunde, A. (2013). Epitomizing teacher educators’ conception of teaching from student teachers’ reflection. Education, 3(6), 348–361.
   Google Scholar
• Temechegn, E. (2006). Reflections on the rationale for the Ethiopian teacher education system overhaul (TESO). In L. Dahlström & J. Mannberg (Eds.), Critical educational visions and practices in neo-liberal times (pp. 97–106). Sweden: Global South Network Publisher.
   Google Scholar
• Trigwell, K., & Prosser, M. (1996). Changing approaches to teaching: A relational perspective. Studies in Higher Education, 21(3), 275–284. doi:10.1080/03075079612331381211
   Web of Science ®Google Scholar
• Trigwell, K., & Prosser, M. (2004). Development and use of the approaches to teaching inventory. Educational Psychology Review, 16(4), 409–422. doi:10.1007/s10648-004-0007-9
   Web of Science ®Google Scholar
• Trigwell, K., Prosser, M., & Ginns, P. (2005). Phenomenographic pedagogy and a revised approaches to teaching inventory. Higher Education Research & Development, 24(4), 349–360. doi:10.1080/07294360500284730
   Google Scholar
• Trigwell, K., Prosser, M., & Waterhouse, F. (1997). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37(1), 57–70. doi:10.1023/A:1003548313194
   Web of Science ®Google Scholar
• UNICEF. (2010). Child-friendly schools: Ethiopia case study. Addis Ababa: Author.
   Google Scholar
• Vermunt, D., & Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9, 257–280. doi:10.1016/S0959-4752(98)00028-0
   Web of Science ®Google Scholar
• Vermunt, D., & Vermetten, J. (2004). Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review, 16(4), 359–382. doi:10.1007/s10648-004-0005-y
   Web of Science ®Google Scholar
• White, T. M. (2001). Creating learner-centered middle school classroom. Retrieved 2017 August 4, from http://www.gleneoecom/sec/teahingtoday/subject/creatinglearn-Centered.htm
   Google Scholar
• Workeneh, A., & Tassew, W. (2013). Teacher training and development in Ethiopia: Improving education quality by developing teacher skills, attitudes and work conditions. London: Young Lives.
   Google Scholar