Preservice Teachers' Attitudes and Beliefs About Educational Theories: Associations With Motivational, Affective, and Conative Aspects
Type
conference paper
Date Issued
2021-04
Author(s)
Abstract
Educational theories are a constitutive element of teacher education. Despite their relevance, pre-service teachers’ attitudes and beliefs about these concepts are hardly investigated—especially their interrelations with motivational, affective and conative aspects of their professionalization. Therefore, we conducted a cross-sectional online study with 180 German pre-service-teachers. The results reveal high interindividual differences in their educational theory-related attitudes and beliefs. These constructs were strongly tied to motivational (subjective task value, achievement goals), affective (emotions enjoyment and boredom) and conative aspects (dealing with educational theories) when engaging with these concepts, which stresses their relevance for teacher education. Structural equation modeling reinforced the postulated mediating role of motivations and emotions regarding the effects of attitudes and beliefs for dealing with educational theories. https://osf.io/sf4et/
Language
English
HSG Classification
contribution to scientific community
Event Title
Annual Meeting 2021 American Educational Research Association (AERA)
Event Location
Orlando, Florida (Online)
Official URL
Division(s)
Eprints ID
265366
File(s)![Thumbnail Image]()
open.access
Name
2021-04 Siegel et al. AERA 2021 iPoster.pdf
Size
1.32 MB
Format
Adobe PDF
Checksum (MD5)
1cf771f560a0ad0b0e61f5c8bb080abc