Breaking the Didactic Circle: A Study on Some Aspects of the Promotion of Student-Directed Learning by Teachers and Teacher Educators

Autor/inn/en	Lunenberg, Mieke; Korthagen, Fred A. J.
Titel	Breaking the Didactic Circle: A Study on Some Aspects of the Promotion of Student-Directed Learning by Teachers and Teacher Educators
Quelle	In: European Journal of Teacher Education, 28 (2005) 1, S.1-22 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Teaching Methods; Educational Practices; Teacher Educators; Teacher Education; Student Teachers; Case Studies; Student Centered Curriculum; Professional Development; Reflective Teaching + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Case study; Fallstudie; Case Study
Abstract	Although there is a fair amount of knowledge on the issue of promoting student-directed learning, research indicates that teachers are not always able to put that knowledge into practice. Therefore, new educational practices related to student-directed learning should be introduced in teacher education. This makes it possible to break the didactic circle of traditionally trained teachers, who take the traditional approach to teaching. This article compares the outcomes of 10 + 9 case studies on student-directed learning, carried out in two different types of secondary education, with the outcomes of 10 case studies on teacher education in respect of four indicators for student-directed learning. It explores whether teacher educators take the lead with respect to the promotion of student-directed learning. As the findings show, this is not the case. We found a lack of attention to personal interest-oriented learning among student teachers, a lack of competence in using various methods of reflection and a lack of competence in discussing pedagogical choices with student teachers. The conclusion is that student-directed learning should be supported, in both teaching and teacher education, by devoting more attention to the professional development of teacher educators, especially with respect to these three aspects. (Author).
Anmerkungen	Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10