Göran Brante, Mona Holmqvist Olander, Per-Ola Holmquist, Marta Palla
We examine pre-service teachers' theoretical learning during one five-week training module, and their educators' learning about better lecture design to foster student learning. The study is iterative: interventions (one per group) were implemented sequentially in student groups A-C, the results of the previous intervention serving as the baseline for the design developed for the next. These learning study participants, 79 students from year three of a teacher training programme, studied the variation theory …
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