Search results for: Cognition

This study aimed to investigate teacher educators’ in-action mental model (IAMM) regarding student teachers’ minds and learning. The authors investigated the same teacher educators in two teaching contexts: (1) teaching an academic course about pedagogy in college; and (2) in the post-lesson feedback sessions that took place while they were supervising student teachers in elementary schools. The authors found that when the teacher educators taught an academic course, they had the same IAMM of the mind and learning as teachers who teach children in elementary and high school. The authors argue that this finding indicates the generality of the IAMM. The authors also found that the general IAMM has limitations. The findings in this study point to the contextual nature of IAMM.

In this article, the authors review three lines of experimentation that call into question important aspects of common instructional practices. The authors conclude by discussing the frequently observed dissociation between people’s perceptions of which learning procedures are most effective and which procedures actually promote durable learning.

In this study, the authors examined 32 teachers' learning in an informal learning environment. The authors analyzed changes in conceptions and behavior regarding students' active and self-regulated learning (ASL), and relations with the teachers' learning activities. Few relations were found between observed changes in behavior and learning activities.

The study examined collaborative learning activities which are presumed to be powerful learning tools for preservice teachers. Learning activities were examined in relation to changes in cognition and/or behavior of six teachers and consisted of interviews and reports. Qualitative analyses of the data showed that the collaborative learning activities resulted mostly in changes in cognition that mat be due to a high number of confirmations of own ideas or teaching methods.