European Journal of Teacher Education volume 38, issue 1, P102-118 2014 DOI: 10.1080/02619768.2014.902437 View full text
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Göran Brante, Mona Holmqvist Olander, Per-Ola Holmquist, Marta Palla

Abstract: 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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