Designing for the Future: How the Learning Sciences Can Inform the Trajectories of Preservice Teachers

Autor/inn/en	Jurow, A. Susan; Tracy, Rita; Hotchkiss, Jacqueline S.; Kirshner, Ben
Titel	Designing for the Future: How the Learning Sciences Can Inform the Trajectories of Preservice Teachers
Quelle	In: Journal of Teacher Education, 63 (2012) 2, S.147-160 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487111428454
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Educational Psychology; Interdisciplinary Approach; Learning; Student Development; Case Studies; Education Courses; Informal Education; Curriculum Development; Service Learning; Colorado + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Erziehungspsychologie; Pädagogische Psychologie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernen; Case study; Fallstudie; Case Study; Fortbildungskurs; Informelle Bildung; Nichtformale Bildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Service-Learning
Abstract	In this article, the authors discuss how they redesigned an educational psychology course for preservice teachers using insights from the burgeoning, interdisciplinary field of the Learning Sciences. Research on the situated nature of learning and the value of out-of-school contexts for supporting children s development informed their decisions to require preservice teachers to work with children in community-based settings, frame their interactions with children as "service" rather than as explicit preparation for teaching, and conduct research on the social, cultural, and cognitive nature of these experiences. Two case studies illuminate preservice teachers' learning trajectories in relation to course practices. Analyses suggest that the course created opportunities for preservice teachers to develop views of learning as inherently cultural and not limited to the acquisition of academic content. Emerging findings point to the potential of using Learning Sciences research as a touchstone for reorganizing educational psychology courses for preservice teachers. (Contains 1 note.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10