Examining the differentiation in pre-service mathematics teachers' learning and studying approaches according to self-reinforcing, and persistence
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Modestum Ltd
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The aim of this study is to reveal the profiles of pre-service mathematics teachers in terms of learning and studying approaches by cluster-analyzing them on the basis of self-reinforcing and persistence. Learning and studying approaches inventory scale, self-reinforcing and persistence subscales were used to collect the data in the study, which was carried out with a descriptive research design. The participants of the study comprised of 487 preservice mathematics teachers. According to the results, it was determined that the surface learning approach of the pre-service teachers did not differ according to gender while the strategic learning approach and the deep learning approach differed in favor of males. There was no significant difference in the learning approaches of the participants according to the grade level. According to the cluster analysis, it was revealed that pre-service teachers can be clustered as low motivation, high motivation, high self-reinforcing and high persistence.
Açıklama
Anahtar Kelimeler
self-reinforce, persistence, mathematics teachers, teacher education, Management Scale Scms, Medical-Students, Performance, Motivation, Intelligence, Strategies, Knowledge, Adaptation, Efficacy, Beliefs
Kaynak
International Electronic Journal of Mathematics Education
WoS Q Değeri
Q4
Scopus Q Değeri
Cilt
18
Sayı
4
