The Role of Learning Environments in Shaping Prospective Teachers’ Thinking Styles

Abstract

Prospective teachers’ thinking styles might impact their attitudes and behaviors in the teaching profession. However, there is limited knowledge regarding the influence of the learning environments in teacher training programs on the thinking styles of prospective teachers. This research aimed to investigate the correlation between these two factors, using a constructivist learning environment theory and a threefold model of thinking styles as the theoretical framework. Questionnaires were administered among 1,062 year 4 prospective teachers (aged 22.74 ± .65) from a teacher training program in Chinese mainland. Demographics including gender and subject taught were controlled for. Stepwise multiple linear regressions were run and findings indicated that peer morale and constructive learning in learning environment significantly contributed to these prospective teachers’ creativity-favoring (Type I) thinking styles, whereas assignment and assessment positively predicted their norm-favoring (Type II) thinking styles. Implications for key stakeholders of teacher educations were discussed and suggestions for future studies were provided.