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Tradition and Innovation in Education

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Airi Liimets, Marika Veisson, Pertti Kansanen and Edgar Krull

«Tradition and Innovation in Education» presents a number of articles that deal with topics as varied as outdoor education in Estonian kindergartens, student teacher lesson analysis skills, activities that bridge the theory-practice gap and the identity of academics in a changing university environment. In the light of PISA they also discuss how student awareness and the choice of different learning strategies explains the variation in reading proficiency. A user experience evaluation system is offered for pupils with profound intellectual and multiple disabilities, while living, learning and discovery learning is presented as an approach to violin studies for beginners. The volume takes a new look at creativity as being discussed too much and losing its meaning.

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Design Research Methodology for Teacher Educators’ Learning and Curriculum Innovation (Inge Timoštšuk, Maarja Tinn)

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Inge Timoštšuk, Maarja Tinn Design Research Methodology for Teacher Educators’ Learning and Curriculum Innovation Abstract Student teachers are often critical of their initial teaching education� Most of this criticism is directed at the weak links between what is taught in theory and what happens in practice� Some aspects of this situation are inevitable, as the context of teaching is constantly chang- ing� Nevertheless, student teachers and their supervisors can lose their belief in theory when the application of a learned pedagogy in a ‘live’ school situation differs from that which they were taught� The aim of this study is to design activities for bridging the theory-practice gap in teacher education curricula to better support teachers and their educators’ professional practice and learning� The study focuses on the learning of student teacher supervisors� A design research method was used, in which university teacher and supervisors from one Tallinn University teacher education program (start date 2013/2014 academic year) took part� The design process of theory-practice bridging activities was described and qualitative data for teacher educator and supervisors learning was collected� This data was analyzed using indicators related to social learning and design thinking� A new course (practicum of subject didactics) was implemented as a result of the study� The results of the study indicate the ability of participants to see links between theory and practice as design issues� The learning of teacher educators can be better described as a meaning-making process� Learn- ing as doing or as belonging or even...

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