Search results for: Learning theories
Page 1/1 9 items
How and why learning theories are taught in current Dutch teacher education programs. Identifying a gap between paradigm and reality in teacher education
A teacher should arguably know about learning theories (LTs) in order to make daily pedagogical decisions. However, little literature exists on the role of LTs in teacher education. Eight Dutch teacher educators were interviewed on LTs in their curriculum. LTs were unanimously considered important but huge variation was found in what and how LTs are taught. Several functions of LTs were mentioned, with underpinning of pedagogical decisions using LT considered to be the essence of higher education. However, respondents doubted whether this is ever achieved. This suggests an additional paradigm – reality gap in teacher education.
Updated: Mar. 27, 2022
Participatory Action Research as Pedagogy: Investigating Social and Ecological Justice Learning within a Teacher Education Program
This article describes a research collective, which sets out to investigate the role and impact of social and ecological justice learning in a teacher education program. Amidst the tensions, negotiations, and articulations of the research design, the collective came to recognize the spaces of participatory action research as sites of growth and efficacy toward justice learning. And, each began to perceive themselves as both impacted by educational structures and as agents enacting their own visions of professional practice. These outcomes are discussed in the context of the growing body of participatory action research, emphasizing the dynamic learning precipitated within the intersections of the research collective.
Updated: Jul. 07, 2015
The authors examine pre-service teachers’ theoretical learning during one five-week training module, and their educators’ learning about better lecture design to foster student learning. The findings indicated learning differences between groups; qualitative analysis identified three categories of student answers, i.e. emergent, premature and unaware, regarding their theoretical understanding.
Updated: Jun. 07, 2015
Creating Learning Opportunities for Teachers and Students: A Cultural-Historical Understanding of Classroom Research
In this article, the authors propose cultural-historical activity theory as a framework for understanding the opportunities that arise for students and teachers from the presence of researchers in the classroom. They analyze three vignettes from their research in elementary mathematics classrooms for the purpose of illustrating a cultural-historical activity theoretic explanation of the interaction. Finally, the authors suggest that the “impact” of research can be increased at least locally when participants capitalize on the opportunities that arise for teaching and learning when researchers are present.
Updated: May. 17, 2015
Mastering Teaching and Learning through Pedagogic Partnership: A Vision and Framework for Developing ‘Collaborative Resonance’ in England
This article seeks to reframe teacher professional learning within the specific policy context of a new national model of master’s level professional development – the Master’s in Teaching and Learning (MTL) in England. The article describes the design and early implementation of this major national design initiative. Within the MTL core teaching and learning processes, four core strands of professional development are described: creating effective learning environments, developing effective professional learning, creating pedagogic awareness and effectiveness and developing wider school experience.
Updated: Feb. 04, 2014
This article reports findings from an evaluation of a national continuing professional development (CPD) programme for teachers in England. Data showed that the localised implementation, opportunities for interactive learning, and ‘collective participation’ were positive factors. However, the participants reported difficulties in ‘cascading’ knowledge to colleagues and in sustaining and developing their learning.
Updated: Sep. 24, 2012
The purpose of this article is to examine preservice teachers engagement in a technology-mediated constructivist learning design. Preservice undergraduate students in two core educational psychology classes participated in this study. These students engaged in a constructivist design that utilized technology as a central part of learning. The students used digital storytelling as a pedagogical tool to facilitate their first exposure to learning theories. They then constructed collaborative digital stories to represent the theories.
Updated: Jun. 26, 2012
This paper applies the researcher’s core concept, the zone of proximal development to teacher education. The resulting model for educating teaching candidates within zones of proximal teacher development synthesizes findings from Vygotskyan research into Western models of teacher education. The article recognizes and addresses the powerful influence of prior learning experiences and local teaching practices on candidates’ development.
Updated: Nov. 17, 2011
Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory
The purpose of this review article is to introduce and contrast social aspects across three perspectives: self-regulated learning, coregulated learning, and socially shared regulation of learning. In this article, the authors contrasted three different perspectives of social in each model, as well as research based on each model. In doing so, the article introduces a language for describing various bodies of work that strive to consider roles of individual and social context in the regulation of learning.
Updated: Oct. 10, 2011