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The following article reports
about the construction of a questionnaire which measures the
patterns of interest in professional reflection during their
teacher training. Three conceptual factors are relevant: (a)
interest in reflection (IR), (b) distance from theory (DT) and
(c) pragmatism (P). Following several pilot studies, the questionnaire
was tested in a random sample of 210 students. The empirical
findings confirmed the theoretically postulated factor structure.
A follow-up study (N=79), showed that interest in reflection
(IR) as well as distance from theory (DT) developed differently
depending on the teacher training institution. Additionally,
students with the highest marks in professional practice exams
had significantly less distance from theory. The results confirm
the relevance of the concepts. |
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