Search results for: Learning outcomes
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In teacher education, it is imperative that course design, method of instruction, and classroom procedures align with the content. One way to achieve this may be to “flip” the classroom. While flipped classrooms have received considerable attention in recent years, much remains unknown about their effect on basic psychological needs or learning outcomes of preservice teachers. The purpose of the present study was to address this gap by utilizing a quasi-experimental design to examine differences in motivation and objective learning outcomes after controlling for socioeconomic status (SES) and grade point average (GPA) between traditional and flipped sections of a foundational educational course (N = 263). Results revealed that preservice teachers in the traditional section had significantly higher scores on two of the motivation outcomes (e.g., intrinsic and identified regulation), but that preservice teachers in the flipped sections had significantly higher scores on several indices of objective learning outcomes. Implications for teacher education are discussed.
Updated: Jun. 14, 2020
Toward a Model of Learning and Transfer: A Review of Instructional Methods and Learning Outcomes in Special Education Teacher Preparation
In this article, the authors present a model of learning and transfer based on the How People Learn theoretical framework. Guided by this framework, a review of literature resulted in 12 experimental, quantitative studies of instructional methods delivered primarily within university classroom-based settings, measuring preservice teachers' (PSTs’) outcomes at increasingly deeper levels of learning and transfer. Findings indicate various instructional methods within university coursework lead to strong, positive learning outcomes for PSTs, with most studies measuring knowledge acquisition and conceptual application of knowledge. Yet, more studies are needed to evaluate the effectiveness of coursework on teacher candidates’ application for and within classroom settings, as well as students’ outcomes. Implications and future research are discussed.
Updated: Jul. 29, 2019
‘We Matter Just The Same’: Students and Pre-service Teachers Working Together in an Alternative Educational Setting
This article examines how a clinical experience in an alternative educational setting impacted both pre-service secondary teachers and the students with whom they worked. Findings indicate that for the pre-service teachers, the experience allowed them to develop a deeper understanding of learner diversity and the importance of connecting to students. For the agency students, the interactions with the pre-service teachers provided them with additional academic support, as well as resources for post-secondary education.
Updated: Apr. 26, 2017
Measuring Teachers’ and Student Teachers’ Perceptions of Practice-Based Research in PDS and Non-PDS Settings
This study investigated the perceptions of experienced teachers and student teachers in Netherlands with respect to different aspects of practice-based research in professional development schools (PDS) and non-PDS settings and to what degree these perceptions differed. The respondents were asked about their perceptions of several distinguished elements associated with the four main concepts of practice-based research: contextual input, personal input, the research process and the learning outcomes. The findings revealed that the Questionnaire on Teacher Research to be a useful, reliable and valid tool for assessing teachers’ and student teachers’ perceptions of their practice-based research efforts in secondary education schools. Furthermore, it appeared that respondents scored, on average, highest with respect to their research motives and the outcomes of practice-based research.
Updated: Feb. 25, 2015
The purpose of this article was to derive a set of descriptive themes that pertained to the development of preservice teachers' mental models of learning and instruction. The findings highlight the importance of exploring preservice teachers' cause-effect conceptualizations.The authors point to several areas of potential concern in their mental model development. The authors believe that preservice teachers' mental models can be represented by a two-level structure.
Updated: Dec. 25, 2014
This study examined the benefits and difficulties that graduate student teachers perceived while participating in online collaborative group activities during their first year of a masters program. The study discovered the three most prominent perceived learning outcomes. The article describes the difficulties encountered while attempting to achieve these online collaborative tasks.
Updated: Nov. 11, 2009
The goal of this review is to synthesize literature that has empirically examined factors related to computer self-efficacy and the relationship between computer self-efficacy, learning outcomes, and learning processes with computer-based learning environments. This research reviewed 33 articles. Results indicate that behavioral and psychological factors are positively related to computer self-efficacy.
Updated: Jul. 01, 2009
Teacher educators must examine how technology selection facilitates and constrains the learning outcomes of the courses they teach. This article introduces a process for selecting and evaluating technologies that meet the important principles of each learning task.
Updated: Jul. 14, 2008