Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14241
Title: 
The impact of undertaking a module on thinking and learning on trainee teachers’ thinking and learning
Authors: 
Issue Date: 
Dec-1999
Citation: 
Smith, I. D., & Chang, A. S. C. (1999). The impact of undertaking a module on thinking and learning on trainee teachers’ thinking and learning. In S. P. Loo (Ed.), Proceeds of the MERA-ERA Joint conference 1999: Educational Challenges in the New Millennium (pp. 932-939). Malacca, Malaysia.
Abstract: 
To facilitate the successful implementation of the initiative” Thinking Schools; Learning Nation”, trainee teachers are given greater exposure and a wider selection of courses
on thinking. But how successful are we in inculcating thinking skills in our trainees through our thinking courses? One of the education electives offered at the Postgraduate-Diploma-in Education is Effective Strategies for Thinking and Learning. It is a 26 hour course. To measure the impact of the course on the participants, a Questionnaire on self-regulated learning, selfefficacy and self concept was administered to the participants at entry point and at the end of the course. Comparison will also be made with participants in courses on other educational topics. An earlier pilot study shows promising results of better metacognitive and self-regulated learning strategies being practised by trainees attending the course on Effective Strategies for Thinking and Learning.
Description: 
This paper was published in the 1999 Proceedings of the MERA-ERA Joint Conference held at Malacca, Malaysia from 1-3 December 1999
URI: 
Appears in Collections:Conference Papers

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