Exploring Mental Models of Learning and Instruction in Teacher Education

Autor/inn/en	Wilke, Ryan A.; Losh, Susan Carol
Titel	Exploring Mental Models of Learning and Instruction in Teacher Education
Quelle	In: Action in Teacher Education, 34 (2012) 3, S.221-238 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2012.693241
Schlagwörter	Cognitive Structures; Models; Visualization; Schemata (Cognition); Theories; Data Analysis; Social Sciences; Preservice Teachers; Preservice Teacher Education; Concept Formation; Learning Processes; Cognitive Style; Intellectual Disciplines; Educational Practices + Suchen Sie Ihr Suchwort? Cognitive structure; Kognitive Struktur; Analogiemodell; Visualisation; Visualisierung; Cognition; Schema; Kognition; Theory; Theorie; Auswertung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Lehramtsstudiengang; Lehrerausbildung; Concept learning; Begriffsbildung; Learning process; Lernprozess; Cognitive styles; Kognitiver Stil; Geisteswissenschaften; Bildungspraxis
Abstract	The authors examine conceptual change in preservice teachers through a synthesis and application of mental models theory. They analyzed longitudinal data in the form of lesson plans, interviews, and written rationales from eight, social science preservice teachers. Findings that illustrate how preservice teachers' mental models changed during their coursework are graphically presented. Preservice teachers' mental models developed from general to discipline-specific practices. However, their conceptions of how students learn continued to focus on learner types rather than learning processes, suggesting a need for an ontological shift. The authors discuss implications for mental models theory and future research in teacher education. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10