Theorising teaching and learning : pre-service teachers’ theoretical awareness of learning
Brante, Göran LU ; Holmqvist Olander, Mona LU
; Holmquist, Per Ola
and Palla, Marta
(2015)
In European Journal of Teacher Education
38(1).
p.102-118
- 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 (VT) of learning. Three lesson cycles were completed, each comprising four steps: (1) a pre-test, (2) a 15-min intervention discussing VT, (3) a post-test and (4) a delayed post-test conducted eight weeks later. The results... (More)
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 (VT) of learning. Three lesson cycles were completed, each comprising four steps: (1) a pre-test, (2) a 15-min intervention discussing VT, (3) a post-test and (4) a delayed post-test conducted eight weeks later. The results indicated learning differences between groups; qualitative analysis identified three categories of student answers, i.e. emergent, premature and unaware, regarding their theoretical understanding. Group C had more students with emergent knowledge (36%) than did groups A (20%) or B (17%) at post-testing.
(Less)
- author
- Brante, Göran
LU
; Holmqvist Olander, Mona
LU
; Holmquist, Per Ola
and Palla, Marta
- publishing date
- 2015-01-02
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- critical aspects of learning, learning study, object of learning, teacher education, variation theory
- categories
- Higher Education
- in
- European Journal of Teacher Education
- volume
- 38
- issue
- 1
- pages
- 17 pages
- publisher
- Routledge
- external identifiers
-
- scopus:84912529313
- ISSN
- 0261-9768
- DOI
- 10.1080/02619768.2014.902437
- language
- English
- LU publication?
- no
- additional info
- Publisher Copyright: © 2014, © 2014 Association for Teacher Education in Europe.
- id
- 2363831a-2893-4c0f-93bd-5417617116c2
- date added to LUP
- 2023-09-05 14:05:21
- date last changed
- 2023-09-08 13:06:40
@article{2363831a-2893-4c0f-93bd-5417617116c2,
abstract = {{<p>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 (VT) of learning. Three lesson cycles were completed, each comprising four steps: (1) a pre-test, (2) a 15-min intervention discussing VT, (3) a post-test and (4) a delayed post-test conducted eight weeks later. The results indicated learning differences between groups; qualitative analysis identified three categories of student answers, i.e. emergent, premature and unaware, regarding their theoretical understanding. Group C had more students with emergent knowledge (36%) than did groups A (20%) or B (17%) at post-testing.</p>}},
author = {{Brante, Göran and Holmqvist Olander, Mona and Holmquist, Per Ola and Palla, Marta}},
issn = {{0261-9768}},
keywords = {{critical aspects of learning; learning study; object of learning; teacher education; variation theory}},
language = {{eng}},
month = {{01}},
number = {{1}},
pages = {{102--118}},
publisher = {{Routledge}},
series = {{European Journal of Teacher Education}},
title = {{Theorising teaching and learning : pre-service teachers’ theoretical awareness of learning}},
url = {{http://dx.doi.org/10.1080/02619768.2014.902437}},
doi = {{10.1080/02619768.2014.902437}},
volume = {{38}},
year = {{2015}},
}