Developing deep learning approaches and personal teaching efficacy within a preservice teacher education context

Gordon, Christopher J.; Debus, Ray

doi:10.1348/00070990260377488

Cited by 170 publications

(157 citation statements)

References 54 publications

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“…The strategic approach was found to be negatively related to the surface approach (r=-0.19) and positively related to the deep approach (r=0.44). Both relationships were statistically significant (p<0.01) and consistent with prior literature (Duff 2004b;Gordon and Debus 2002;Zhu et al 2008). In addition, there was a statistically significant, negative relationship between the students' deep approach and factor 1 (r=-0.18).…”

Section: Reliability and Correlationssupporting

confidence: 89%

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Can Future Managers and Business Executives be Influenced to Behave more Ethically in the Workplace? The Impact of Approaches to Learning on Business Students’ Cheating Behavior

2016

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Section: Reliability and Correlationssupporting

confidence: 89%

“…reflecting real-world situations) assessment, together with regular feedback from the instructor. In the same vein, Gordon and Debus (2002) advocated the use of problem-based learning (i.e. solving openended problems) to promote a desirable approach to learning.…”

Section: Business Ethics and Students' Approaches To Learningmentioning

confidence: 99%

Can Future Managers and Business Executives be Influenced to Behave more Ethically in the Workplace? The Impact of Approaches to Learning on Business Students’ Cheating Behavior

2016

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“…In addition, it was hoped that the emphasis on group work would pass more of the responsibility for learning back to the students. The research evidence suggests that, appropriately implemented, group work is associated with adoption of deep approaches to learning (Ramsden, 1992;Tempone and Martin, 1999;Gordon and Debus, 2002). The specific changes to the tutorial program are now outlined.…”

Section: Changing the Learning Environmentmentioning

confidence: 98%

“…Consistent with Gordon and Debus (2002), it was decided to make limited changes to the learning environment that focused on the tutorial program. Lectures continued largely unchanged.…”

Section: Changing the Learning Environmentmentioning

confidence: 99%

Changing the learning environment to promote deep learning approaches in first-year accounting students

Hall

Ramsay

Raven

2004

Accounting Education

208

168

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Developing deep approaches to learning is claimed to enhance students' engagement with their subject material and result in improved analytical and conceptual thinking skills. Numerous calls have been made for accounting educators to adopt strategies that produce such results. This paper reports on changes to the learning environment centring on the introduction of group learning activities that were designed to improve the quality of students' learning outcomes. The impact of changes in the learning environment on students' approaches to learning, as measured by the Study Process Questionnaire (SPQ) (Biggs, 1987b), was then assessed. Results indicate that across the semester, accounting students exhibited a small but statistically significant increase in their deep learning approach, and a small but statistically significant reduction in their surface learning approach. The results suggest that accounting educators, through changes in the learning environment, may be able to influence the learning approaches adopted by accounting students.

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“…If one of the stated goals of many physical education teacher training programmes to develop reflective practitioners is to be achieved, the development of a deep approach to learning and reflection needs to be actively promoted (Gordon and Debus, 2002). Although both school-and university-based staff have a key role in maximising or hindering trainee teachers' ability to reflect, particular attention should be given to the role of school-based mentors.…”

Section: Developing Knowledgeable Teachersmentioning

confidence: 99%

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

Capel

2007

The Curriculum Journal

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All knowledge is socially constructed, including physical education teachers' knowledge of their subject. It is acquired from other people either formally and deliberately (e.g. by being taught) or informally and casually (e.g. by interacting with physical education teachers or playing in a sports team). The social aspects of learning appear to be particularly strong in physical education. This has implications for the development of knowledge for teaching, with trainee teachers focusing on the development of subject, and particularly content, knowledge. Focusing on subject knowledge reinforces a traditional view of physical education as it is, not as it might be to meet the needs of young people today. It is argued that attention needs to be given not only to the knowledge, skills and competencies that trainee teachers ought to develop but also to the social aspects of their learning and development and the context in which they learn. Attention also needs to be given to how the ability to think critically can be developed so that trainee teachers can become reflective practitioners able to challenge and, where appropriate, change the teaching of the subject. Only by doing this can the particularly strong socialisation which shapes the values and beliefs of physical education teachers begin to be challenged. However, as the process of developing knowledgeable teachers is ongoing it is also necessary to look beyond teacher training to continuing professional development.

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Developing deep learning approaches and personal teaching efficacy within a preservice teacher education context

Cited by 170 publications

References 54 publications

Can Future Managers and Business Executives be Influenced to Behave more Ethically in the Workplace? The Impact of Approaches to Learning on Business Students’ Cheating Behavior

Can Future Managers and Business Executives be Influenced to Behave more Ethically in the Workplace? The Impact of Approaches to Learning on Business Students’ Cheating Behavior

Changing the learning environment to promote deep learning approaches in first-year accounting students

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

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