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Related Experiment Videos

Assessing orientations to learning to teach.

Ida E Oosterheert1, Jan D Vermunt, E Denessen

  • 1University of Professional Education Arnhem/Nijmegen, Nijmegen, The Netherlands. Ida.Oosterheert@Is.han.nl

The British Journal of Educational Psychology
|March 28, 2002
PubMed
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Student teachers exhibit diverse learning orientations, necessitating tailored support. A new instrument reliably measures these differences, identifying four key patterns crucial for effective teacher education.

Area of Science:

  • Teacher Education Research
  • Educational Psychology

Background:

  • Teacher education aims to foster development in student teachers' knowledge of learning and teaching.
  • Research on student teachers' varied engagement in this developmental process is limited.
  • A prior study identified five distinct orientations to learning to teach among student teachers.

Purpose of the Study:

  • To develop and validate an instrument for large-scale assessment of student teachers' orientations to learning to teach.
  • To compare findings on student learning from this larger study with previous qualitative research.

Main Methods:

  • A questionnaire was developed based on extensive qualitative research to assess individual differences in learning to teach.
  • Factor, reliability, and nonparametric scalability analyses were used to identify reliable scales.

Related Experiment Videos

  • Cluster analysis grouped students with similar orientations to learning to teach, involving 169 secondary student teachers.

    • Main Results:

    • Eight scales were identified, encompassing cognitive, regulative, and affective aspects of student teachers' learning.
    • Cluster analysis demonstrated the instrument's effectiveness in discriminating between student teachers.
    • Four of the five previously identified learning to teach patterns were replicated.

    Conclusions:

    • The identified orientations suggest a need for differentiated support for student teachers, even in uniform learning environments.
    • The developed instrument reliably measures individual differences but is biased towards constructive learning items.
    • Future instrument development should include items for a broader range of learning orientations.