Preservice teachers’ approaches to learning and their teaching approach preferences: Secondary teacher education program in focus

Abstract

This study was intended to explore preservice teachers’ entry characteristics, that is, approaches to learning and their teaching approach preference when joining teacher education programs. Descriptive survey method was employed. A total of 293 (293) randomly selected secondary preservice teachers enrolled in two Universities for Post Graduate Diploma in Teaching (PGDT) program were participated in the study. The Revised-Two-Factor Study Questionnaire and Approaches to Teaching Inventory were used for data collection. The study revealed that the preservice teachers have joined teacher education program with behaviorist orientation, which is not in harmony with the reform in teacher education.