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Student teachers’ way of learning: Stimulating student teachers’ deliberate practice and meaning-oriented learning during their internship in school-based teacher education

Benes, Marit (2013) Student teachers’ way of learning: Stimulating student teachers’ deliberate practice and meaning-oriented learning during their internship in school-based teacher education.

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Abstract:Improving the quality of the teacher education is subject of a lot of studies in the field of education. This study focuses on how the teacher education can prepare student teachers for continuous professional development after the teacher education. Two main questions are addressed: (1) how do student teachers and their mentors diagnose the students’ learning orientation, and (2) how can meaning-oriented learning and deliberate practice of student teachers be stimulated during their internship in the teaching practice. Subjects were students of a one-year postgraduate teaching education program and their mentors. The first research question is based on the theory of scaffolding. It shows the way student teachers and their mentors diagnose the student teachers’ learning orientation in comparison with the learning orientation measured by the Inventory Learning to Teach Process (ILTP). This data showed only a slightly agreement between student teachers’ diagnosis and the ILTP, while student teachers’ mentors significant overestimate the learning orientation of their student teachers compared with the ILTP. This means that student teachers’ and their mentors’ way of diagnosing first needs to be improved to provide good support during the intervention strategies. For answering the second research question, interviews were held to find out how the desirable ways of learning – meaning-oriented learning and deliberate practice – can, according to expert mentors, be stimulated within the teaching practice. This is based on the study of Bronkhorst, Meijer, Koster, and Vermunt (2011), who have examined among teacher educators how to stimulate both ways of learning within the teaching institute. This study resulted in 10 design principles for fostering student teachers’ meaning-oriented learning and deliberate practice during internships. Together with the results of Bronkhorst et al. it provides a more complete answer in stimulating both ways of learning in the teacher education.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/64265
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