Case Study of Trainee Teachers' Responses to the Impact on Engagement and Motivation in Learning through a Model of Cross-Curricular Context-Based Learning: "Keeping Fit and Healthy"

Autor/in	Birchinall, Liz
Titel	Case Study of Trainee Teachers' Responses to the Impact on Engagement and Motivation in Learning through a Model of Cross-Curricular Context-Based Learning: "Keeping Fit and Healthy"
Quelle	In: Curriculum Journal, 24 (2013) 1, S.27-49 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2012.731014
Schlagwörter	Program Effectiveness; Student Motivation; Elementary Schools; Constructivism (Learning); Holistic Approach; Preservice Teachers; Case Studies; Learner Engagement; Interdisciplinary Approach; Context Effect; Instructional Effectiveness; Cohort Analysis; Public Schools; Foreign Countries; Inquiry; Educational Legislation; Federal Legislation; Learning Theories; Learning Processes; Educational Environment; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schulische Motivation; Elementary school; Grundschule; Volksschule; Holistischer Ansatz; Case study; Fallstudie; Case Study; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Unterrichtserfolg; Kohortenanalyse; Public school; Öffentliche Schule; Ausland; Bildungsrecht; Schulgesetz; Bundesrecht; Learning theory; Lerntheorie; Learning process; Lernprozess; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This article examines whether models of cross-curricular, context-based learning are more effective in engaging learners through generating conditions which interest, motivate, engage and inspire pupils through a variety of effective pedagogies. This article reports on a case study of two cohorts of primary PGCE trainee teachers (292) over two years who participated in a model of context-based learning. Trainee teachers commented on the models with regard to their impact on engagement and motivation. Analyses of their responses were made during the period of the course. Experiences of trainees thus far had been predominantly a discrete subject model of teacher training, developing subject and pedagogical skills and knowledge within the core subjects, closely aligned to the focus on the core subjects in English state primary schools. In contrast, the holistic approach to the context-based learning model predominantly encompassed constructivist and enquiry-based pedagogies with learning placed within a context, also known as situated learning. (Contains 10 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10