Between the Modelling and the Engineering of Learning: Preservice Teachers' Performance in Course Essays

Autor/in	Trostek, Jonas R.
Titel	Between the Modelling and the Engineering of Learning: Preservice Teachers' Performance in Course Essays
Quelle	In: Journal of Further and Higher Education, 44 (2020) 6, S.781-794 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2019.1600665
Schlagwörter	Foreign Countries; Preservice Teachers; Essays; Preservice Teacher Education; Performance; Cognitive Style; Learning Processes; Sweden + Suchen Sie Ihr Suchwort? Ausland; Essay; Aufsatzunterricht; Lehramtsstudiengang; Lehrerausbildung; Achievement; Leistung; Cognitive styles; Kognitiver Stil; Learning process; Lernprozess; Schweden
Abstract	The aim of this study is to explore Swedish preservice teachers' performance in coursework essays about their observations and analyses of teaching situations. A total of 38 essays were analysed using practical inferences in which the students' written utterances were interpreted as a means to an end. The results show that, in addition to the students who conducted their analyses in accordance with the normative way of understanding the task, there were students who engaged in 'alternative performance'. This was done by negotiating the content of the course and explaining the observed actions of teachers in terms of the course's theoretical perspectives. The results also indicate that, in addition to an analytical interest in understanding and explaining learning, the very engineering of learning becomes a prominent concern in students' essays. It is argued that students who do not distinguish between these approaches face problems related to reductive and circular reasoning. To address these problems, it is suggested that educators mobilise students' critical thinking and self-reflection, which may involve exceeding the administrative boundaries that frame single courses and unveiling the very foundations of teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01