Thinking Styles of Teacher Trainees in Four Teacher Training Institutes in Malaysia

By May Leng Ho and Nooreiny Maarof.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Past research suggest that thinking style in general correlates with varibles such as personality and modes of thinking, among others. Thinking style research is also relevant in determining attributes of prospective teachers conducive for pedagogical purposes. This study investigated the thinking styles of 509 teacher trainees at four teacher training institutes in Sarawak, East Malaysia. Sternberg et al.’s Thinking Styles Inventory was used to obtain a profile of the thinking styles of the teacher trainees. Participants of the study were selected using a stratified random sampling procedure. Sternberg’s Theory of Mental Self- Government was used as the theoretical framework of the study. The study examined differences in thinking styles based on the variables gender, SES, and rural/urban location. In addition, the study investigated any relationship between thinking styles and academic achievement. The data was analysed using t-test, one-way ANOVA, and Pearson correlation. The results of the study provide implications for teacher training and teacher education in general.

Keywords: Thinking Styles, Mental Self-Government, Teacher Trainees, Preservice Teachers, Inventory

The International Journal of Learning, Volume 16, Issue 8, pp.473-484. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.272MB).

May Leng Ho

Head, Science Department, Sarawak Teacher Training Institute, Miri, Sarawak, Malaysia

Ho May Leng is a head of department and senior lecturer in the Science Department at Sarawak Teacher Training Institute. She has taught science in secondary schools and at teacher training institute for approximately 30 years. She is in the process of completing her masters degree at Universiti Kebangsaan Malaysia in Curriculum and Pedagogy. Her research interests include constructivism, indigenous pedagogy (Penan tribe) and intellectual styles. She has published works on science education in a number local of journals.

Dr. Nooreiny Maarof

Associate Professor, TESL Programme, Faculty of Education, Methodology & Educational Practice, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia

Nooreiny Maarof is an associate professor at the Faculty of Education, Universiti Kebangsaan Malaysia. Her area of specialization is in Multilingual/Multicultural Education (PhD, The Florida State University; BA English & MA TESOL -- Northern Illinois University, USA), in particular, in the field of teaching English as a Second Language. She has taught for more than twenty years at the faculty and has supervised research for both undergraduate and graduate students (MA and PhD). She once held the post of Deputy Dean at the Faculty of Language Studies and Faculty of Education (Graduate Studies). Her main research interest is in literacy issues related to ESL/EFL contexts. She has published her writings in refereed journals such as International Education journal, Internet TESL journal, MELTA journal, and other local and international language journals. She has also reviewed articles for international journals such as IJME and Reading in a Foreign Language and for a number of local refereed journals (e-Bangi, UKM publisher, USIM publisher, Open University Malaysia, among others.) She has conducted a number of research on reading, writing and assessment of language skills. She is currently conducting research at the national level on assessing teaching and learning mathematics and science in ESL in Malaysia.


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