Abstract
In this study, the relation between science student teachers’ approaches to studying and their attitude to reflective practice were investigated. The participants were 345 science student teachers on teacher education course during 2015-2016 academic year. The data was collected through Approaches and Study Skills Inventory for Students (ASSIST) and Student Teachers Attitude to Reflective Practice questionnaires. Pearson correlations and multiple regressions were used to analyse the data. The study found that the participant science student teachers’ approaches to studying were significant predictors for their attitude to reflective practice. The findings have important implications for student teachers’ professional development while they are training to become teachers.
Highlights
The way students prefer to study has increasingly gained attention from educational researchers as knowing how individual prefers to learn help teachers to organise the learning environment in the best possible way to enhance student learning (Duff & Mladenovic, 2015; Nordin, Abdul Wahab, & Dahlan, 2013; Senemoglu, 2011)
The findings related to multiple regression analysis for deep, strategic and surface approaches to studying as predictors of the three sub-dimensions of reflective practice; reflective practice and the nature of teaching, reflective practice and professional development and reflective practice and teacher education
The findings revealed that strategic approach to study is strongly related to reflective teaching and the nature of teaching (r=.761, p
Summary
The way students prefer to study has increasingly gained attention from educational researchers as knowing how individual prefers to learn help teachers to organise the learning environment in the best possible way to enhance student learning (Duff & Mladenovic, 2015; Nordin, Abdul Wahab, & Dahlan, 2013; Senemoglu, 2011). Vol 11, No 4; 2018 learning, they are encouraged for critical thinking and problem solving as deep or meaningful learning occurs (Pimparyon et al, 2000) In this kind of environment knowing a students’ preference for studying guides the teacher for an effective organisation of the learning process (Vermetten, Lodewijks, & Vermunt, 1999). Entwistle (2000) described different behaviours displayed by students while learning as approaches to studying According to this model student use deep, strategic or surface approach to studying. 3) Can science student teachers’ deep, strategic and surface approaches to studying be predictors for science student teachers’ attitude to reflective practice and professional development?. 4) Can science student teachers’ deep, strategic and surface approaches to studying be predictors for science
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