Reading persuasive texts affects preservice teachers’ beliefs about cultural diversity in the classroom
- Research has suggested that teachers’ beliefs toward culturally diverse classrooms are affected during teacher education. Text reading, as one of the major learning activities in initial teacher education, is supposed to affect teachers’ educational concepts and beliefs. We conducted two experiments to test the impact of reading a positively or negatively oriented persuasive text about diversity on preservice teachers’ belief change. In Study 1 (N = 42), we found that belief change varied significantly as a function of the direction of the text condition, and that the reading of the texts led to a significantly stronger belief change if the text was in alignment with participants’ prior beliefs. Study 2 (N = 57) revealed a middle-sized but non-significant moderator effect for prior knowledge (p = .08, η2p = .06), suggesting that participants with more prior knowledge were less likely to be persuaded by the text. The results provide new insights into factors that may affect the development of preservice teachers’ diversity beliefs.
Author: | Charlotte Christine DignathORCiDGND, Jonathan Fink, Mareike KunterORCiDGND |
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URN: | urn:nbn:de:hebis:30:3-624905 |
DOI: | https://doi.org/10.1177/00224871211002460 |
ISSN: | 1552-7816 |
Parent Title (English): | Journal of teacher education |
Publisher: | Sage |
Place of publication: | London [u.a.] |
Document Type: | Article |
Language: | English |
Date of Publication (online): | 2021/03/30 |
Date of first Publication: | 2021/03/30 |
Publishing Institution: | Universitätsbibliothek Johann Christian Senckenberg |
Release Date: | 2021/09/09 |
Tag: | diversity; persuasive text; teacher beliefs; teacher knowledge |
Volume: | 2021 |
Page Number: | 13 |
First Page: | 1 |
Last Page: | 13 |
Note: | The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This project is part of the Level project of Goethe University Frankfurt as part of the 'Qualitätsoffensive Lehrerbildung', a joint initiative of the German Federal Government and the Länder which aims to improve the quality of teacher training. The program is funded by the German Federal Ministry of Education and Research. The authors are responsible for the content of this publication. |
HeBIS-PPN: | 489232752 |
Institutes: | Psychologie und Sportwissenschaften / Psychologie |
Dewey Decimal Classification: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
Sammlungen: | Universitätspublikationen |
Licence (English): | Creative Commons - Namensnennung-Nicht kommerziell 4.0 |