Fostering Meaning-Oriented Learning and Deliberate Practice in Teacher Education

Oct. 01, 2011

Source: This article was published in Teaching and Teacher Education, Volume 27, Issue 7,
Author(s): Larike H. Bronkhorst, Paulien C. Meijer , Bob Koster , and Jan D. Vermunt,
" Fostering Meaning-Oriented Learning and Deliberate Practice in Teacher Education",
Pages 1120–1130, Copyright Elsevier (October 2011).

In this article, the authors interviewed twelve expert teacher educators to explore their understanding of the concepts of meaning-oriented learning and deliberate practice.
These concepts may be expected to promote student teachers’ continuous professional development.
The authors were also interested to explore the pedagogies which stimulate these experts in teacher education.

The experts understood deliberate practice in two ways: an enactment conceptualization focusing on pupil learning, and a regulation conceptualization focusing on teacher learning.

Pedagogies were operationalized in twelve design principles, which integrated ideas previously scattered in the literature, and added to it with respect to anticipatory reflection, diverse ways of “modeling”, and student teacher agency in creating a powerful learning environment.

Updated: Jul. 30, 2012