ANALYSIS OF PRE-SERVICE TEACHERS' COGNITIVE PROFILES

被引：1
|
作者：
Zacharova, Zlatica Jursova [1 ]
Lemesova, Miroslava [1 ]
Sokolova, Lenka [1 ]
机构：
[1] Comenius Univ, Bratislava, Slovakia
来源：
SOCIETY, INTEGRATION, EDUCATION, VOL II: SCHOOL PEDAGOGY, PRESCHOOL PEDAGOGY | 2019年
关键词：
cognitive abilities; cognitive reflection; the implicit theory of intelligence; intelligence; pre-service teachers; IMPLICIT THEORIES; REFLECTION; THINKING;
D O I：
10.17770/sie2019vol2.3677
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In recent years there has been increased attention to the problem of teachers' competences. The need for developing critical thinking in schools turns the focus also on the teachers' cognitive skills including not only intelligence but also cognitive reflection and implicit theories of intelligence. This study aimed to analyse pre-service teachers' (N = 344) cognitive profiles covering data from cognitive reflection test (CRT), implicit theories of intelligence test and Mannheim intelligence test (MIT, measuring verbal, numerical and spatial abilities). Significant correlations were found between cognitive reflection and other cognitive abilities. However, the implicit theories of intelligence seemed to be independent of cognitive abilities. Significant differences between senior and junior pre-service teachers were found in cognitive reflection and two MIT items. Based on the presented results, we discuss the assessment of pre-service teachers' competences and the development of critical and higher order thinking in pre-gradual teacher education.
引用
收藏
页码：629 / 638
页数：10
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