Stefan T. Siegel
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Siegel
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Stefan T.
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stefan.siegel@unisg.ch
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+41 71 224 7591
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Preservice Teachers' Attitudes and Beliefs About Educational Theories

2023-04 , Dr. Stefan T. Siegel , Daumiller, Martin

Educational theories are a constitutive element of teacher education. Despite their relevance, pre-service teachers’ attitudes and beliefs about these concepts are hardly investigated—especially their interrelations with motivational, affective and behavioral aspects of their professionalization. Therefore, we conducted a cross-sectional online study with 180 German pre-service-teachers. The results reveal high interindividual differences in their educational theory-related attitudes and beliefs. These constructs were strongly tied to motivational (subjective task value, achievement goals), affective (emotions enjoyment and boredom) and behavioral aspects (dealing with educational theories) when engaging with these concepts, which stresses their relevance for teacher education. Structural equation modeling reinforced the postulated mediating role of motivations and emotions regarding the effects of attitudes and beliefs for dealing with educational theories.

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Publication

Preservice Teachers' Attitudes and Beliefs About Educational Theories: Associations With Motivational, Affective, and Conative Aspects

2021-04 , Siegel, Stefan T. , Wisniewski, Benedikt , Daumiller, Martin

Educational theories are a constitutive element of teacher education. Despite their relevance, pre-service teachers’ attitudes and beliefs about these concepts are hardly investigated—especially their interrelations with motivational, affective and conative aspects of their professionalization. Therefore, we conducted a cross-sectional online study with 180 German pre-service-teachers. The results reveal high interindividual differences in their educational theory-related attitudes and beliefs. These constructs were strongly tied to motivational (subjective task value, achievement goals), affective (emotions enjoyment and boredom) and conative aspects (dealing with educational theories) when engaging with these concepts, which stresses their relevance for teacher education. Structural equation modeling reinforced the postulated mediating role of motivations and emotions regarding the effects of attitudes and beliefs for dealing with educational theories. https://osf.io/sf4et/

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