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Lifelong Learning and Teacher Development

Series:

Jaan Mikk, Marika Veisson and Piret Luik

The papers in this collection contribute to our understanding of several aspects of lifelong learning. Two papers highlight the characteristics of reflection among teachers including self-evaluation and blogging. Two other papers study cooperation in lifelong learning – one, the impact of communities on professional learning among university lecturers, and the other, teacher-principal-parent partnerships in early childhood education. Universities offer a variety of courses and one paper analyses the impact on students of a course in educational psychology.
The experience of dilemmas in history teaching is described in the next paper, and the reading habits of Estonian adolescents according to the PISA study are analysed in the final paper.

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TEACHER AND STUDENT DEVELOPMENT

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Developmental Changes in Student Teachers’ Conceptions of Learning and Teaching Resulting from Studying a Course in Educational Psychology Edgar Krull1; Ingrid Raudsepp University of Tartu Abstract This study investigated changes in student teachers’ conceptions of learning and teaching resulting from studying a course in educational psychology. The con- tent analysis of essays metaphorically characterizing learning and teaching written by 256 students at the beginning and end of the course was used as the main research methodology. It was found that the share of students that saw learning and teaching from a cognitive-constructivist perspective increased, and from a behaviorist perspective decreased, by the end of the course. The low pro- portion of essays taking a socio-constructivist perspective indicates the need to reconsider teaching learning theories to prospective teachers. Keywords: pre-service teacher education, student teacher, concept of learning, conditions for learning, educational psychology Introduction The main purpose of theoretical studies in pre-service teacher education is to develop the relevant pedagogical concepts in student teachers necessary for their work as teachers. The concepts of learning and teaching play a central role. The present study aims at investigating the nature of these concepts held by student teachers at the beginning of a course in educational psychology and changes in their understanding by the end of the course. In our study we conceive teaching as creating favorable conditions for learning (Gagné, 1985; Gagné & Driscoll, 1988). From this perspective, teaching can be seen as a derivation from the notion of learning. The way a teacher imagines...

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