Conceptions of Learning: The Design and Validation of a Questionnaire for Trainee Teachers

Conceptions of Learning: The Design and Validation of a Questionnaire for Trainee Teachers

Teachers as well as trainee teachers have conceptions of teaching and learning that do not correspond to the learning theories studied within the university course programs. The predominating ideas in this paradigmatic context, which are based upon the fact that subjects understand an action sce...

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Autori principali: Vilanova, Silvia L., García, María B., Señoriño, Orlanda
Natura: Online
Lingua:spa
eng
Pubblicazione: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2007
Accesso online:https://redie.uabc.mx/index.php/redie/article/view/169
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spelling redie-article-1692017-04-19T01:06:27Z Conceptions of Learning: The Design and Validation of a Questionnaire for Trainee Teachers Concepciones acerca del aprendizaje: diseño y validación de un cuestionario para profesores en formación Vilanova, Silvia L. García, María B. Señoriño, Orlanda Conceptions learning teaching students questionnaire. Concepciones aprendizaje profesores en formación cuestionario. Teachers as well as trainee teachers have conceptions of teaching and learning that do not correspond to the learning theories studied within the university course programs. The predominating ideas in this paradigmatic context, which are based upon the fact that subjects understand an action scenario, posses an implicit character and differ from the notion that they are expressed explicitly most of times. The objective of this article is to introduce the adaption and validation of an instrument designed to research on the conceptions of trainee teachers of the School of Humanities as well as the School of Exact and Natural Sciences of the National University of Mar del Plata (Universidad Nacional de Mar del Plata) in Argentina about learning. Also, it intends to conduct a first analysis of the results obtained after it has been administered. The instrument is an adaption of a dilemma questionnaire designed by Martín, Mateos, Pérez-Echeverría, Pozo, Pecharromán, Martínez, and Villalón, which they administered to 120 students. Cronbach’s Alpha was used to determine factor analysis reliability, and consequently construct validity. The following data analysis shows the application of the interpretative theory of learning based on an epistemological conception related to critical realism. Tanto los profesores ya formados como los profesores en formación, poseen concepciones sobre el aprendizaje y la enseñanza que no corresponden con las teorías del aprendizaje que se estudian formalmente en los cursos universitarios. Las ideas que predominan en la construcción de estos marcos paradigmáticos, desde los cuales las personas entienden un escenario de acción, poseen un carácter más bien implícito y muchas veces difieren de las concepciones que explícitamente se manifiestan. El objetivo de este artículo es presentar la adaptación y validación de un instrumento para indagar las concepciones sobre el aprendizaje que poseen los profesores en formación avanzados de las Facultades de Humanidades y de Ciencias Exactas y Naturales de la Universidad Nacional de Mar de la Plata, Argentina, y hacer un primer análisis de los resultados obtenidos a partir de su aplicación. Esto se llevó a cabo mediante la adaptación de un cuestionario de dilemas elaborado por Martín, Mateos, Pérez-Echeverría, Pozo, Pecharromán, Martínez y Villalón administrado a 120 estudiantes. Para determinar la fiabilidad del análisis factorial y en consecuencia, la validez de constructo, se utilizó el Alpha de Cronbach. El posterior análisis de los datos muestra el uso de la teoría interpretativa del aprendizaje, basada en una concepción epistemológica vinculada con el realismo crítico. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2007-11-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/169 Revista Electrónica de Investigación Educativa; Vol. 9 No. 2 (2007) Revista Electrónica de Investigación Educativa; Vol. 9 Núm. 2 (2007) 1607-4041 spa eng https://redie.uabc.mx/index.php/redie/article/view/169/910 https://redie.uabc.mx/index.php/redie/article/view/169/292 https://redie.uabc.mx/index.php/redie/article/view/169/911 https://redie.uabc.mx/index.php/redie/article/view/169/293 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
eng
format Online
author Vilanova, Silvia L.
García, María B.
Señoriño, Orlanda
spellingShingle Vilanova, Silvia L.
García, María B.
Señoriño, Orlanda
Conceptions of Learning: The Design and Validation of a Questionnaire for Trainee Teachers
author_facet Vilanova, Silvia L.
García, María B.
Señoriño, Orlanda
author_sort Vilanova, Silvia L.
title Conceptions of Learning: The Design and Validation of a Questionnaire for Trainee Teachers
title_short Conceptions of Learning: The Design and Validation of a Questionnaire for Trainee Teachers
title_full Conceptions of Learning: The Design and Validation of a Questionnaire for Trainee Teachers
title_fullStr Conceptions of Learning: The Design and Validation of a Questionnaire for Trainee Teachers
title_full_unstemmed Conceptions of Learning: The Design and Validation of a Questionnaire for Trainee Teachers
title_sort conceptions of learning: the design and validation of a questionnaire for trainee teachers
description Teachers as well as trainee teachers have conceptions of teaching and learning that do not correspond to the learning theories studied within the university course programs. The predominating ideas in this paradigmatic context, which are based upon the fact that subjects understand an action scenario, posses an implicit character and differ from the notion that they are expressed explicitly most of times. The objective of this article is to introduce the adaption and validation of an instrument designed to research on the conceptions of trainee teachers of the School of Humanities as well as the School of Exact and Natural Sciences of the National University of Mar del Plata (Universidad Nacional de Mar del Plata) in Argentina about learning. Also, it intends to conduct a first analysis of the results obtained after it has been administered. The instrument is an adaption of a dilemma questionnaire designed by Martín, Mateos, Pérez-Echeverría, Pozo, Pecharromán, Martínez, and Villalón, which they administered to 120 students. Cronbach’s Alpha was used to determine factor analysis reliability, and consequently construct validity. The following data analysis shows the application of the interpretative theory of learning based on an epistemological conception related to critical realism.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2007
url https://redie.uabc.mx/index.php/redie/article/view/169
_version_ 1715723513920225280

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