Curriculum Orientations of Pre-Service Teachers in Jordan: A Required Reform Initiative for Professional Development

Autor/inn/en	Ashour, Rateb; Khasawneh, Samer; Abu-Alruz, Jamal; Alsharqawi, Subhi
Titel	Curriculum Orientations of Pre-Service Teachers in Jordan: A Required Reform Initiative for Professional Development
Quelle	In: Teacher Development, 16 (2012) 3, S.345-360 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2012.722322
Schlagwörter	Factor Analysis; Preservice Teacher Education; Teacher Education Programs; Foreign Countries; Educational Change; Social Change; Factor Structure; Gender Differences; Professional Development; Program Validation; Student Teacher Attitudes; Curriculum Research; Teaching Methods; Problem Based Learning; Educational Objectives; Student Centered Curriculum; Psychometrics; Likert Scales; Construct Validity; Jordan + Suchen Sie Ihr Suchwort? Faktorenanalyse; Lehramtsstudiengang; Lehrerausbildung; Ausland; Bildungsreform; Sozialer Wandel; Faktorenstruktur; Geschlechterkonflikt; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Problem-based learning; Problemorientiertes Lernen; Educational objective; Bildungsziel; Erziehungsziel; Psychometry; Psychometrie; Likert-Skala
Abstract	The primary purpose of this study was to determine the curriculum orientations of pre-service teachers at a university in Jordan. Rigorous translation procedures were utilized to validate an Arabic version of the Curriculum Orientation Inventory (COI) for use in Jordan. The validated COI was administered to a sample of 259 pre-service teachers who were enrolled in the teacher education program offered by the Hashemite University. Principle axis factoring with oblique rotation resulted in a latent factor structure highly consistent with the English version of the COI. Results also indicated that pre-service teachers valued all the curriculum orientations to various degrees. In more specific terms, they highly valued the Cognitive Process orientation followed by the Social Reconstruction orientation and the Humanistic orientation. Lastly, gender differences were detected only for the Cognitive Process orientation with males valuing this orientation higher than did females. (Contains 2 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10