Educating for Learning-Focused Teaching in Teacher Training: The Need to Link Learning Content with Practice Experiences within an Inductive Approach

Autor/inn/en	Schelfhout, Wouter; Dochy, Filip; Janssens, Steven; Struyven, Katrien; Gielen, Sarah; Sierens, Eline
Titel	Educating for Learning-Focused Teaching in Teacher Training: The Need to Link Learning Content with Practice Experiences within an Inductive Approach
Quelle	In: Teaching & Teacher Education: An International Journal of Research and Studies, 22 (2006) 7, S.874-897 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2006.04.003
Schlagwörter	Teacher Education; Teaching Methods; Reflective Teaching; Comparative Analysis; Student Teaching + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching practice; Unterrichtspraxis
Abstract	Recently, many insights have been gained into the design of powerful learning environments. Teacher training must take account of this knowledge when educating the teachers of the future. This study investigates possible approaches within teacher training which could encourage student teachers towards learning-focused teaching activities. The main question is whether students from institutions where these activities were taught in a more inductive way pay more attention to these aspects during teaching practice than those from other institutions. This inductive approach is concretized by the following: (a) modelling of these teaching activities by the teacher trainers; (b) coaching the teaching practice experiences and giving hints; (c) taking the students' learning experiences as starting points for reflection. Three existing teacher-training institutions were chosen to provide different and ecologically valid settings in a feasible way. Comparisons of the institutional approaches with the approaches during teaching practice confirm the importance of an inductive approach in which different practice experiences, systematically aimed at making the students restructure their conceptual frameworks of learning and instruction, are used for reflection. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10