| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 374431 | Teaching and Teacher Education | 2011 | 9 Pages |
Teacher trainees are questioned about their strategic and emotional relationships with a key area of their future activity, learning. Characteristics of German teacher trainees are identified through comparisons with German students on a related course of study (educational science), and through comparisons with Swedish teacher trainees. N = 875 people took part in the study, of whom n = 135 German teacher trainees participated again after two years.There are national differences both in the numbers of students allocated to the identified learning strategy clusters, and in the balance of learning-related emotions. In both areas, the Swedish students show more favourable configurations.
Research highlights► There are national differences between German and Swedish teacher trainees. ► Swedish participants show more favourable configurations of learning strategies. ► Swedish teacher trainees report more positive learning-related emotions. ► The characteristics of learning attitudes hardly change during the studies. ► Six implications for teacher training are presented.
