TY - JOUR
T1 - Assessment preferences, learning orientations, and learning strategies of pre-service and in-service teachers
AU - Birenbaum, Menucha
AU - Rosenau, Sarah
PY - 2006/6/1
Y1 - 2006/6/1
N2 - The importance of developing effective learning strategies and motivational beliefs has been widely acknowledged as a way of meeting the demand to acquire lifelong learning capabilities for successful functioning as professionals in the 'information age. The study reported in this paper examined the learning orientations and strategies of prospective teachers as well as their assessment preferences and compared them with those of in-service teachers. The Motivated Learning Strategies Questionnaire (MSLQ) and the Assessment Preferences Inventory (API) were used to test the hypothesis that in-service teachers will exhibit a deeper approach to learning and assessment due to their constant engagement in meaningful learning experiences. The results confirmed the hypothesis and their implications for teacher education programmes were then discussed.
AB - The importance of developing effective learning strategies and motivational beliefs has been widely acknowledged as a way of meeting the demand to acquire lifelong learning capabilities for successful functioning as professionals in the 'information age. The study reported in this paper examined the learning orientations and strategies of prospective teachers as well as their assessment preferences and compared them with those of in-service teachers. The Motivated Learning Strategies Questionnaire (MSLQ) and the Assessment Preferences Inventory (API) were used to test the hypothesis that in-service teachers will exhibit a deeper approach to learning and assessment due to their constant engagement in meaningful learning experiences. The results confirmed the hypothesis and their implications for teacher education programmes were then discussed.
UR - http://www.scopus.com/inward/record.url?scp=33745598539&partnerID=8YFLogxK
U2 - 10.1080/02607470600655300
DO - 10.1080/02607470600655300
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AN - SCOPUS:33745598539
SN - 0260-7476
VL - 32
SP - 213
EP - 225
JO - Journal of Education for Teaching
JF - Journal of Education for Teaching
IS - 2
ER -