ERIC Number: ED231809
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Admission to Teacher Education and Two Cognitive Styles. Research Bulletin 61.
Leino, Anna-Liisa; Puurula, Arja
This study sought information on the relationship between cognitive styles (conceptual level and field-independence/field-dependence) and entrance examination criteria of those accepted to teacher education at the University of Helsinki in 1980. The 96 subjects represented prospective class teachers and teachers of handicraft and home economics. The differences between the cognitive styles of the groups were significant, with prospective teachers of handicraft being relatively the most field-independent and home-economics the most field-dependent. Prospective class teachers had the highest cognitive level and handicraft teachers the lowest, and these cognitive styles were found to be related with the entrance examination criteria. Since conceptual level is a style highly desirable from the viewpoint of the teacher's work, the entrance examination was considered to measure at least some aspects relevant to the prospective teacher's profession. (Author/JD)
Descriptors: Admission Criteria, Cognitive Ability, Cognitive Processes, Cognitive Style, Concept Formation, Convergent Thinking, Divergent Thinking, Education Majors, Foreign Countries, Higher Education, Home Economics Teachers, Psychological Characteristics, Schemata (Cognition), Teacher Education
Publication Type: Reports - Research; Information Analyses
Education Level: N/A
Authoring Institution: Helsinki Univ. (Finland). Inst. of Education.