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ERIC Number: ED394919
Record Type: RIE
Publication Date: 1995-Apr
Pages: 11
Abstractor: N/A
Reference Count: N/A
Preservice Teachers' Beliefs about the Relevance of Teacher Education Coursework and Their Confidence in Performing Related Skills.
Kushner, Susan N.; And Others
Since prospective teachers' personal beliefs and attitudes about teaching is of increasing interest to teacher educators, this study investigated changes in preservice teachers' beliefs about the relevance of a required course in educational measurement and testing and their confidence in performing the skills taught in the class. The sample consisted of 118 upper-division undergraduates enrolled in a course in testing and measurement for teachers during the spring semester, 1994. The Academic Motivation Profile (AMP) was used to obtain students' perceptions of their level of confidence. Students completed the AMP five times during the semester. Descriptive statistics, including means, standard deviations, and internal consistency reliability indices were used to provide an overview of the findings. Prior to and throughout instruction, preservice teachers' beliefs about the relevance of a course in classroom measurement were positively related to their sense of confidence in performing measurement-related tasks. Furthermore, as instruction progressed, the magnitude of this relationship increased. Prospective teachers who doubted their skill level also questioned the relevance of instruction. Prior to and throughout instruction, participants believed that the course was relevant to their needs as teachers though their perceptions of course relevance decreased as instruction progressed. (Contains 22 references and 5 tables.) (JB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Confidence; Preservice Teachers; Tests and Measurement Courses
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).