Search results for: Koopman M.
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The present study reports on how student teachers’ workplace experiences were transformed into learning experiences. In total, 26 stories from 10 student teachers were collected by means of digital logs and in-depth interviews and unraveled using a new technique of reconstructing stories into webs. The results show that student teachers’ learning from experiences is a process involving many interrelated personal and social aspects, including past and present experiences gained in multiple situations and contexts over time. The findings indicate that reconstructing stories into webs is a promising technique for unraveling the complexity of learning from workplace experiences.
Updated: Aug. 31, 2016
This study investigated how to educate student teachers to develop a focus on student learning during teacher education. The designed learning environment characterized by the use of authentic contexts, authentic tasks and reflective dialogues. The study indicates that it is possible to change student teachers’ conceptions in a relative short period of time, even though there were substantial differences between student teachers. More specifically, six student teachers developed more constructivist and less transmissive conceptions as a result of the designed learning environment. The other four student teachers showed the same change in the drawings, and also developed more or maintained constructivist conceptions as shown in the metaphors, but maintained or showed less constructivist conceptions in the questionnaires.
Updated: Aug. 31, 2015