Preservice teachers' beliefs about teaching and learning

Research shows that knowing what preservice teachers believe about teaching and learning helps their instructors to reinforce those beliefs that are compatible with current approaches in education and challenge those that promote the perpetuation of antiquated and ineffective teaching practices. Four main research questions guided this study: 1. To what extent the beliefs expressed by participants aligned with traditional or constructivist perspectives? 2. Do elementary and secondary majors differ in terms of their preference for practices aligned with these perspectives? 3. Do elementary and secondary majors differ in terms of their beliefs about the goals of education and effective strategies to enhance students' learning. 4. What are participants' motivations and concerns about becoming a teacher and career expectations? In general, elementary majors expressed more concern about the impact of constructivist oriented practices on students' discipline, whereas secondary majors were more worried about the pertinence of these strategies when used with children. Differences between both majors were also observed regarding their opinions about diverse assessment criteria and fair evaluation and their rationale for endorsing interesting and challenging activities to promote students' motivation. Implications for teacher education are discussed. This open access graduate research paper is available at UNI ScholarWorks: https://scholarworks.uni. edu/grp/795 PRESERVICE TEACHERS' BELIEFS ABOUT TEACHING AND LEARNING An Abstract of a Thesis Submitted in Partial Fulfillment of the Requirements for the Degree Master of Arts in Education Helga M. Gudenschwager University of Northern Iowa May2000 ABSTRACT Research shows that knowing what preservice teachers believe about teaching and learning helps their instructors to reinforce those beliefs that are compatible with current approaches in education and challenge those that promote the perpetuation of antiquated and ineffective teaching practices. Four main research questions guided this study: 1. To what extent the beliefs expressed by participants aligned with traditional or constructivist perspectives? Research shows that knowing what preservice teachers believe about teaching and learning helps their instructors to reinforce those beliefs that are compatible with current approaches in education and challenge those that promote the perpetuation of antiquated and ineffective teaching practices. Four main research questions guided this study: 1. To what extent the beliefs expressed by participants aligned with traditional or constructivist perspectives? 2. Do elementary and secondary majors differ in terms of their preference for practices aligned with these perspectives? 3. Do elementary and secondary majors differ in terms of their beliefs about the goals of education and effective strategies to enhance students' learning. 4. What are participants' motivations and concerns about becoming a teacher and career expectations? Seventy elementary and 23 secondary majors were asked to complete a questionnaire regarding demographic data, vocational aspects, and career expectations and a vignette instrument that presented six educational situations and alternative points of view to resolve them. Data were analyzed quantitatively and qualitatively. The results show that elementary and secondary majors presented more similarities than differences regarding vocational characteristics and beliefs. A serious commitment to children was observed, which contrasted with a lack of commitment to the teaching profession. The majority of all preservice teachers endorsed practices that were aligned with constructivist approaches to teaching and learning. More frequently their decision between more traditional and constructivist perspectives was based on these approaches' impact on students' learning and motivation. Differences between majors were observed in the degree participants endorsed the use of discovery learning and in the kind of reasoning they used to support their choices. In general, elementary majors expressed more concern about the impact of constructivistoriented practices on students' discipline, whereas secondary majors were more worried about the pertinence of these strategies when used with children. Differences between both majors were alsc:, observed regarding their opinions about diverse assessment criteria and fair evaluation and their rationale for endorsing interesting and challenging activities to promote students' motivation. Implications for teacher education are discussed. PRESERVICE TEACHERS' BELIEFS ABOUT TEACHING AND LEARNING