Search results for: Learning experience
Page 1/5 44 items
This qualitative metasynthesis investigated students’ meaningful learning experiences amid andragogical teacher education programmes. The programmes catered to the specific learning needs of adult students in the context of university-based teacher education. This study aimed to provide a wider picture of the frames of students’ meaningful learning in andragogical teacher education programmes. The findings revealed three major learning worlds of adult students’ meaningful learning, which formed a common system widening from the professional awakening to the transformative community and agency in society. Based on the findings, this study argues that in andragogical teacher education, which emphasises collaboration and networking in accordance with the current trend in higher education, teacher students may become empowered participants and active agents in society. The findings can be used in planning curricula, and developing programmes of higher education in general and teacher education in particular.
Updated: Apr. 17, 2021
The study presented here sought to determine how student teachers’ personal characteristics, attitudes, knowledge, experience and skills for using collaborative learning influence their willingness to use this demanding pedagogy in their classes. A structural equation modeling (SEM) analysis model based on data from questionnaires emphasized the direct effect of experience on attitudes and skills, but showed no such effect on knowledge. There was no difference in research variables based on gender, age and degree in respondents’ willingness to integrate collaborative learning. One major conclusion of the study is that teacher education programs should include a study of the theoretical and strategic aspects of collaborative learning, as well as active experience with this pedagogy.
Updated: Sep. 23, 2020
This study explores the learning experiences of seven educators who participated in an authentic learning-based, fully online postgraduate certificate programme for teaching in higher education. The author concludes that the findings clearly underline the transformative value of stepping out of the comfort zone instead of accommodating for familiar and preferred ways of learning. The participants who endured through a difficult ‘climax’ in their learning journey described a powerful experience of professional growth. The author argues that the professional growth was caused by the advanced self-regulation skills that the participants demonstrated. The authors recommend on designing online learning environments that promote the development of self-regulation skills as well as strengthening the facilitation of collaborative learning.
Updated: Feb. 21, 2018
Preparing Teacher-Students for Twenty-First-Century Learning Practices (PREP 21): A Framework for Enhancing Collaborative Problem-Solving and Strategic Learning Skills
The purpose of this paper is describe the authors' pedagogical framework for the twenty-first-century learning practices in teacher education. The authors argue that teacher education has been challenged by the need to enhance the new teachers’ ability to implement new pedagogical approaches and take advantage of ICT for teaching and learning. Since the current way of working in teacher education does not match well enough the needs of twenty-first-century learning environments, such as inquiry-based learning approaches that focus upon collaboration and social forms of learning, as well as the use of ICT. According to the authors' approach, pre-service teachers are educated in a way they are supposed to teach their future students.
Updated: Feb. 14, 2018
Enhancing International Postgraduates’ Learning Experience with Online Peer Assessment and Feedback Innovation
This article describes a Higher Education Academy Economics Network-funded research examined academic and international students' experience of innovative online peer assessment and feedback. The findings reveal that the innovative tools, like PeerMark, facilitate a simple but powerful educational principle for international students. Furthermore, the authors found that the heterogeneity in assessors’ ability levels may not affect the confidence of international students in online peer assessment.
Updated: Feb. 06, 2018
This article begins the exploration of disruption as an analytical construct that allows for the investigation of how individual learning and changes in local practice mutually influence the other within a purposefully designed learning context. The authors seek to describe the types of learning experiences that emerged using disruptive pedagogies and tools within a series of methods courses in an undergraduate elementary teacher education program. The intent of the designed context was to disrupt the traditional practices of teacher education courses by creating a participatory environment where students participated in the creation of course content through their engagement with social media and each other.
Updated: Jan. 02, 2017
This paper presents a study of early childhood and elementary preservice teachers’ perspectives on the peer and faculty related factors that contribute to the success (and lack of success) of their partnerships. It concludes with effective strategies for teacher educators to consider in creating and supporting field-based peer partnerships.
Updated: Oct. 05, 2016
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
The Shift From 'Learner/Doer of Mathematics' to 'Teacher of Mathematics': A Heuristic for Teacher Candidates
In this article, the authors present research on the implementation of a process for providing candidates learning experiences that help teacher candidates make the shift from 'student' to 'teacher.' Utilizing the Mathematics as Teacher Heuristic (MATH) process, prospective high school mathematics teachers explore rich problems by solving the task, analyzing samples of student work, designing a solution key, and modifying the task.
Updated: Jul. 04, 2016
This article examined undergraduate pre-service teachers’ perceptions of their expectations, fulfilment of these expectations and the relevance of their coursework for classroom practices during three different practicum attachments. The results showed significant differences in their perceptions across the three attachments. The findings of the study are discussed in the light of implications for continued programme development and enhancements to the practicum component that can help to bridge the theory–practice nexus in pre-service teacher education, and contribute to the development of teachers’ professional competencies.
Updated: Mar. 30, 2016