Teaching and Learning Conceptions of First-Year Pre-Service Teachers

Philip Dorsah
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Abstract


The purpose of this study was to determine the levels of teaching and learning conceptions of first-year pre-service teachers. A descriptive survey design was used. The participants consisted of 176 pre-service teachers of Gambaga College of Education, Ghana. The sample was conveniently selected. It was found that pre-service teachers preferred the constructivist conception of teaching and learning to the traditional conception. The mean score of constructivist conception was higher (M = 4.45, SD = 0.5) than the mean score of the traditional conception (M = 3.57, SD = 0.65), t (175) = 16.7, p < 0.05. However, teaching and learning conceptions did not differ based on gender. Independent samples t-test results showed that, for constructivist conception, there was no significant difference between males and females. Also, for the traditional conception, there was no significant difference between males and females.

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References


Dorsah, P. (2020). Teaching and learning conceptions of first-year pre-service teachers. Journal of Research in Education, Science and Technology, 5(2), 77-89.


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Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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