Student-Centred Learning Environments: An Investigation into Student Teachers' Instructional Preferences and Approaches to Learning

Autor/inn/en	Baeten, Marlies; Dochy, Filip; Struyven, Katrien; Parmentier, Emmeline; Vanderbruggen, Anne
Titel	Student-Centred Learning Environments: An Investigation into Student Teachers' Instructional Preferences and Approaches to Learning
Quelle	In: Learning Environments Research, 19 (2016) 1, S.43-62 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-015-9190-5
Schlagwörter	Student Centered Learning; Educational Environment; Preferences; Student Attitudes; Preservice Teachers; Preservice Teacher Education; Learning Strategies; Questionnaires; Cooperative Learning; Constructivism (Learning); Direct Instruction; Correlation + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Lehramtsstudiengang; Lehrerausbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Kooperatives Lernen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Korrelation
Abstract	The use of student-centred learning environments in education has increased. This study investigated student teachers' instructional preferences for these learning environments and how these preferences are related to their approaches to learning. Participants were professional Bachelor students in teacher education. Instructional preferences and approaches to learning were measured by means of questionnaires. Results showed that most students preferred teacher direction, cooperative learning and knowledge construction, and adopted a deep approach. Moreover, significant correlations were found between approaches to learning and instructional preferences. Students adopting a deep approach preferred knowledge construction and cooperative learning, while students adopting a surface approach had a preference for teacher direction and passive learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01