MOFET ITEC - Knowledge Orientations of Prospective Early Childhood Teachers: A Study of Students' Scientific Versus Subjective Orientations in Teacher Education Courses in Germany

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Knowledge Orientations of Prospective Early Childhood Teachers: A Study of Students' Scientific Versus Subjective Orientations in Teacher Education Courses in Germany
Going beyond the ‘PISA Shock’ Discourse: An Analysis of the Cognitive Reception of PISA in Six European Countries, 2001‑2008
Section: Theories & Approaches
Knowledge Orientations of Prospective Early Childhood Teachers: A Study of Students' Scientific Versus Subjective Orientations in Teacher Education Courses in Germany
Country or Region: Germany
May 2012   |   Type: Abstract
Source: Journal of Early Childhood Teacher Education, Vol. 33, Issue 2, May 2012, p. 144-162

The authors explored prospective early childhood teachers' orientations to scientific knowledge and to research.

A questionnaire addressing orientations to the utility of research, educational and psychological theories versus orientations to intuitive theories and personal experience was completed by 712 prospective early childhood teachers.

In a latent profile analysis, two types of orientation profiles could be identified:
(a) an orientation towards subjective theories, lay theories, and subjective experience, and
(b) an orientation towards scientific theories and research results.
Comments (1):
June 10, 2013     Cathleen Sekwao (TEN/MET) wrote:
I have found it interesting
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