Assessment preferences, learning orientations, and learning strategies of pre-service and in-service teachers

Menucha Birenbaum, Sarah Rosenau

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish
Pages (from-to)213-225
Number of pages13
JournalJournal of Education for Teaching
Volume32
Issue number2
DOIs
StatePublished - 1 Jun 2006

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