Executive function during teacher preparation

Roisin P. Corcoran; Joanne O'Flaherty

doi:10.1016/j.tate.2016.12.023

Executive function during teacher preparation

Roisin P. Corcoran, Joanne O'Flaherty

School of Education

Research output: Contribution to journal › Article › peer-review

Abstract

This three-year study examined executive function development during teacher preparation. The sample consisted of 231 students in spring at Time 1, 36 students at Time 2, and 109 students at Time 3. Results indicate a non-significant decrease in the longitudinal mean change of metacognition index (MI) and behavioural regulation index (BRI) over time. MI growth trajectories had a nonlinear trend, while BRI growth trajectories had a linear trend during pre-service teacher preparation. Findings from the current study suggest that no value is added to students' executive functioning during three years of tertiary education. Implications for teacher preparation programs are discussed.

Original language	English
Pages (from-to)	168-175
Number of pages	8
Journal	Teaching and Teacher Education
Volume	63
DOIs	https://doi.org/10.1016/j.tate.2016.12.023
Publication status	Published - 1 Apr 2017

Keywords

Executive function
Pre-service teachers
Teacher preparation

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10.1016/j.tate.2016.12.023

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abstract = "This three-year study examined executive function development during teacher preparation. The sample consisted of 231 students in spring at Time 1, 36 students at Time 2, and 109 students at Time 3. Results indicate a non-significant decrease in the longitudinal mean change of metacognition index (MI) and behavioural regulation index (BRI) over time. MI growth trajectories had a nonlinear trend, while BRI growth trajectories had a linear trend during pre-service teacher preparation. Findings from the current study suggest that no value is added to students' executive functioning during three years of tertiary education. Implications for teacher preparation programs are discussed.",

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AB - This three-year study examined executive function development during teacher preparation. The sample consisted of 231 students in spring at Time 1, 36 students at Time 2, and 109 students at Time 3. Results indicate a non-significant decrease in the longitudinal mean change of metacognition index (MI) and behavioural regulation index (BRI) over time. MI growth trajectories had a nonlinear trend, while BRI growth trajectories had a linear trend during pre-service teacher preparation. Findings from the current study suggest that no value is added to students' executive functioning during three years of tertiary education. Implications for teacher preparation programs are discussed.

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KW - Teacher preparation

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Executive function during teacher preparation

Abstract

Keywords

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