Fostering meaning-oriented learning and deliberate practice in teacher education

Bronkhorst, Larike H.; Meijer, Paulien C.; Köster, Bob; Vermunt, Jan D.

doi:10.1016/j.tate.2011.05.008

Cited by 81 publications

(63 citation statements)

References 47 publications

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“…Many contemporary educational innovations are aimed at fostering students' meaning-directed and applicationdirected learning and discouraging reproduction-directed and undirected student learning patterns. Innovative pedagogies in higher education, such as not only problem-based learning and integrated contextual teaching but also pedagogies as project-based learning, case-based learning, and competency-based teaching, are aimed at improving the quality of student learning within regular disciplinary teaching, and not so much through extracurricular skills training, support or feedback (Bronkhorst et al 2011;Ten Cate et al 2004;Vermunt 2007). Recent research indeed showed evidence to support this claim.…”

Section: Fostering the Quality Of Students' Learning Patternsmentioning

confidence: 99%

A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

2017

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The aim of this article is to review the state of the art of research and theory development on student learning patterns in higher education and beyond. First, the learning patterns perspective and the theoretical framework are introduced. Second, research published since 2004 on student learning patterns is systematically identified and reviewed. This part includes two main sections. In the first section, new evidence on internal and external relationships of learning patterns is reviewed. Four themes are covered here: the dimensionality and the internal relationships of learning patterns and relationships of learning patterns with personal, contextual, and outcome variables. In the second section, new directions in learning patterns research are examined. These include studies on learning patterns in new international contexts and populations, longitudinal development of learning patterns over time, methodological advances in learning patterns research, and studies on fostering the quality of students' learning patterns. Next, relationships with adjacent theories on student learning are discussed, the learning patterns perspective is critically examined, and pathways are derived to move the model forward. Finally, future conceptual and methodological directions for learning patterns research are derived.

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Section: Fostering the Quality Of Students' Learning Patternsmentioning

confidence: 99%

A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

2017

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“…Bronkhorst et al (2011) pointed out that "student teachers [teacher training students] not only have to learn what a teacher should know, but also how to put gained knowledge into action" (p.112). According to Koehler and Mishra (2009), teachers conduct teaching in "highly complex, dynamic classroom contexts that require them constantly to shift and evolve their understanding" (p.61).…”

Section: Discussionmentioning

confidence: 99%

“…Through action research, teachers develop their research skills, know more about the teaching-learning process, enhance greater collaboration with colleagues (Atay, 2008) and enhance self-efficacy (Henson, 2001). As motivation is one important factor in developing the will to learn (Bronkhorst et al, 2011), it appears that TVET teachers lack intrinsic motivation for engaging actively in profound professional learning activities to support what they might learn from their daily practice.…”

Section: Discussionmentioning

confidence: 99%

Towards competence-based technical-vocational education and training in Ethiopia

Solomon¹

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“…Overall, one can state that student teachers ascribe essential significance to the source evaluations contained in the teacher training, particularly during the decision stage of their education. Personal source contexts not connected with teacher education lose their position in student teachers' evaluations at the final stage. Some studies defend the view that the better the learner's perspective is represented in a teacher's thinking the more advanced the thinking is (Bronkhorst et al, 2011;Buitink, 2009;Cheng, Tang, & Cheng, 2012;Doyle, 1997;Lamote & Engels, 2010;Leavy, McSorley, & Boté, 2007). One explanation for this may be that a beginning teacher has been compared to an expert in her own field (see, for example, Berliner, 2001;Buitink, 2009;.…”

Section: Discussionmentioning

confidence: 99%

The Relationship between Finnish Student Teachers’ Practical Theories, Sources, and Teacher Education

Pitkäniemi

Karlsson²,

Stenberg³

2014

IJHE

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The purpose of this research is two-fold: 1) to describe what kind of practical theories student teachers have in the Finnish class teacher education context and 2) to analyse their differences and similarities at the initial and final phase of teacher education. We further analyse the relationship between the practical theories and their sources. The data include an e-form questionnaire with 1052 self-reported practical theories collected from 180 student teachers. The analysis of these theories is based on Levin and He's (2008) model which was modified by adding categories appropriate for the Finnish context of teacher education. The research results were obtained through quantitative analysis with an emphasis on categorical qualitative data. On the basis of the findings it can be concluded that the main contents -and especially the main sources of these theories -differ in the two student teacher groups examined, i.e. the initial-stage and the final-stage groups. The analyses concentrating on the theory-source relationship show that teacher education has the potential to affect the content of practical theories. The so-called 'well-developed practical theories' and the sources of these theories related to teacher education were detected more often in the data from the end of teacher education than in the data from the starting phase.

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Fostering meaning-oriented learning and deliberate practice in teacher education

Cited by 81 publications

References 47 publications

A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

Towards competence-based technical-vocational education and training in Ethiopia

The Relationship between Finnish Student Teachers’ Practical Theories, Sources, and Teacher Education

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