Culturally-Sensitive Factors in Teacher Trainees' Learning Environments |
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| Authors: | Dhindsa Harkirat S Fraser Barry J |
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| Institution: | (1) Department of Science and Mathematics Education, Sultan Hassanal Bolkiah, Institute of Education, Universiti Brunei Darussalam, Jalan Tungku Link, Gadong, BE1410 Negara Brunei Darussalam, Brunei;(2) Science and Mathematics Education Centre, Curtin University of Technology, GPO Box U1987, Perth, Western Australia, 6845, Australia |
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| Abstract: | The aims of this research were to cross-validate the Cultural Learning Environment Questionnaire (CLEQ) in the local context
of Brunei and to evaluate culturally-sensitive factors (gender equity, collaboration, deference, competition, teacher authority,
modelling and congruence) in teacher trainees' learning environments. Data were collected from 475 teacher trainees enrolled
at the Universiti Brunei Darussalam by administering a slightly modified version of the CLEQ (Fisher & Waldrip, 1997). Factor
and reliability analyses supported the instrument's suitability to evaluate six of the seven culturally-sensitive factors
(excluding teacher authority) associated with the cultural learning environment of Bruneian teacher trainees. The students
generally believed that both genders are treated equally and that they are independent learners, although, to some extent,
they were reluctant to give their independent views in their classes. Further research is recommended for investigating the
factors that contribute to the unusual finding that the students were equally cooperative and competitive. The data revealed
no gender differences in trainee teachers' perceptions.
This revised version was published online in July 2006 with corrections to the Cover Date. |
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| Keywords: | Asian studies cultural factors gender differences learning environment teacher education |
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