Becoming a Teacher--Student Teachers' Learning Patterns in Teacher Education

Autor/inn/en	Ahonen, Elsi; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina
Titel	Becoming a Teacher--Student Teachers' Learning Patterns in Teacher Education
Quelle	In: Journal of Education and Training Studies, 3 (2015) 5, S.89-101 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Learning Processes; Teacher Education; Student Teachers; Student Motivation; Active Learning; Student Teacher Attitudes; Cognitive Style; Foreign Countries; Elementary School Teachers; Semi Structured Interviews; Learning Strategies; Case Studies; Finland + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Lehrerausbildung; Lehrerbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schulische Motivation; Aktives Lernen; Cognitive styles; Kognitiver Stil; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Case study; Fallstudie; Case Study; Finnland
Abstract	Student teacher learning is a key issue for further professional development. Literature on student teacher learning suggests that students learn about teaching and undergo professional transformation during their education. However, studies often focus on a certain time period and on how students should learn instead of how they actually do learn. In this study, 19 interviews with student teachers are used to analyse their learning patterns during teacher education. Four qualitatively different kinds of patterns of student teacher learning were identified. The patterns varied in terms of students' motivation to learn, conceptual coherency, approach to learning, and action strategy used. The patterns also held some internal inconsistencies between the different components observed. This may indicate a lack of understanding, willingness or skills concerning active learning. The results imply that more attention should be paid to promoting student teachers' active learning during education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01