Creative Thinking and Locus of Control as Predictors of Reflective Thinking in Preservice Teachers

N

36

Creative Thinking; Elementary Secondary Education; Field Experience Programs; Higher Education; Journal Writing; Locus of Control; Predictive Measurement; Predictive Validity; Predictor Variables; Preservice Teacher Education; Preservice Teachers

This study was conducted to examine reflective thinking in 12 preservice teachers as it relates to locus of control and creative thinking. Subjects completed the Torrance Tests of Creative Thinking (Verbal Form A) and The Locus of Control Scale for Teachers. Measures of the dependent variable, reflective thinking, were determined through analyses of weekly journals using the Pedagogical Language Acquisition and Conceptual Development Taxonomy of Teacher Reflective Thought. Results indicated that locus of control was a significant predictor of reflective thinking; however, none of the independent variables, either alone or in combination, were consistent predictors of reflective thinking. Comments from participants suggested a much stronger relationship between the variables of the study. For these preservice teachers, reflective thinking, creative thinking, and locus of control were definitely related and considered qualities of an effective teacher; and from their perspective, creative thinking and locus of control were both significant predictors of reflective thinking. Empirical and qualitative findings identified curriculum structures and personal characteristics that may maximize reflective thinking in preservice teachers. (Contains 25 references.) (LL)

1994

ED366579