Pre-Service EFL Teachers' Resource Management

Title	: Pre-Service EFL Teachers' Resource Management
Author Name	: Leyla Tercanlioglu
Synopsis	:
Resource management strategies have been identified as important factors in the enhancement of students' learning. Therefore we sought to (i) to explore and describe the Resource Management Strategies of third year pre-service EFL teachers; (ii) to explore the relationship between the Resource Management Strategies (iii) to explore the relationship between the gender variable and the Resource Management Strategies of third year pre-service EFL teachers. A total of 174 pre-service (males = 40, females = 134) completed Motivated Learning Strategies Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991). Firstly, the results of the study indicated that pre-service EFL teachers showed poor time management behaviours. Secondly, they do not have the tendency to maintain focus and effort toward goals despite potential distractions. Thirdly, they displayed both poor peer collaboration and help seeking behaviours. What emerged from the data is that local culture has some important

Title	: Pre-Service EFL Teachers' Resource Management
Author Name	: Leyla Tercanlioglu
Synopsis	:
Resource management strategies have been identified as important factors in the enhancement of students' learning. Therefore we sought to (i) to explore and describe the Resource Management Strategies of third year pre-service EFL teachers; (ii) to explore the relationship between the Resource Management Strategies (iii) to explore the relationship between the gender variable and the Resource Management Strategies of third year pre-service EFL teachers. A total of 174 pre-service (males = 40, females = 134) completed Motivated Learning Strategies Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991). Firstly, the results of the study indicated that pre-service EFL teachers showed poor time management behaviours. Secondly, they do not have the tendency to maintain focus and effort toward goals despite potential distractions. Thirdly, they displayed both poor peer collaboration and help seeking behaviours. What emerged from the data is that local culture has some important

Title	: Pre-Service EFL Teachers' Resource Management
Author Name	: Leyla Tercanlioglu
Synopsis	:
Resource management strategies have been identified as important factors in the enhancement of students' learning. Therefore we sought to (i) to explore and describe the Resource Management Strategies of third year pre-service EFL teachers; (ii) to explore the relationship between the Resource Management Strategies (iii) to explore the relationship between the gender variable and the Resource Management Strategies of third year pre-service EFL teachers. A total of 174 pre-service (males = 40, females = 134) completed Motivated Learning Strategies Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991). Firstly, the results of the study indicated that pre-service EFL teachers showed poor time management behaviours. Secondly, they do not have the tendency to maintain focus and effort toward goals despite potential distractions. Thirdly, they displayed both poor peer collaboration and help seeking behaviours. What emerged from the data is that local culture has some important

Year:

2005

Issue: Jun-Aug

Title	: Pre-Service EFL Teachers' Resource Management
Author Name	: Leyla Tercanlioglu
Synopsis	:
Resource management strategies have been identified as important factors in the enhancement of students' learning. Therefore we sought to (i) to explore and describe the Resource Management Strategies of third year pre-service EFL teachers; (ii) to explore the relationship between the Resource Management Strategies (iii) to explore the relationship between the gender variable and the Resource Management Strategies of third year pre-service EFL teachers. A total of 174 pre-service (males = 40, females = 134) completed Motivated Learning Strategies Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991). Firstly, the results of the study indicated that pre-service EFL teachers showed poor time management behaviours. Secondly, they do not have the tendency to maintain focus and effort toward goals despite potential distractions. Thirdly, they displayed both poor peer collaboration and help seeking behaviours. What emerged from the data is that local culture has some important