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URN: urn:nbn:de:0111-pedocs-263708
DOI: 10.25656/01:26370; 10.1177/00224871211002460
URN: urn:nbn:de:0111-pedocs-263708
DOI: 10.25656/01:26370; 10.1177/00224871211002460
| Titel |
Reading persuasive texts affects preservice teachers' beliefs about cultural diversity in the classroom |
|---|---|
| Autoren |
Dignath, Charlotte   ;
Fink, Jonathan;
Kunter, Mareike |
| Originalveröffentlichung | Journal of teacher education 73 (2022) 2, S. 188-200  |
| Dokument | Volltext (726 KB) |
| Lizenz des Dokumentes |
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| Schlagwörter (Deutsch) | Lehrer; Kultureller Unterschied; Klassengemeinschaft; Vorurteil; Einstellung <Psy>; Experiment |
| Teildisziplin | Empirische Bildungsforschung |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 0022-4871; 00224871 |
| Sprache | Englisch |
| Erscheinungsjahr | 2022 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | Research has suggested that teachers’ beliefs toward culturally diverse classrooms are affected during teacher education. Text reading, as one of the major learning activities in initial teacher education, is supposed to affect teachers’ educational concepts and beliefs. We conducted two experiments to test the impact of reading a positively or negatively oriented persuasive text about diversity on preservice teachers’ belief change. In Study 1 (N = 42), we found that belief change varied significantly as a function of the direction of the text condition, and that the reading of the texts led to a significantly stronger belief change if the text was in alignment with participants’ prior beliefs. Study 2 (N = 57) revealed a middle-sized but nonsignificant moderator effect for prior knowledge (p = .08, ηp 2 = .06), suggesting that participants with more prior knowledge were less likely to be persuaded by the text. The results provide new insights into factors that may affect the development of preservice teachers’ diversity beliefs. (DIPF/Orig.) |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
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| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 30.03.2023 |
| Quellenangabe | Dignath, Charlotte; Fink, Jonathan; Kunter, Mareike: Reading persuasive texts affects preservice teachers' beliefs about cultural diversity in the classroom - In: Journal of teacher education 73 (2022) 2, S. 188-200 - URN: urn:nbn:de:0111-pedocs-263708 - DOI: 10.25656/01:26370; 10.1177/00224871211002460 |
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