Educating for learning-focused teaching in teacher training: The need to link learning content with practice experiences within an inductive approach |
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| Institution: | 1. Faculty of Psychology and Educational Sciences, Center for Research on Teaching and Training, University of Leuven, Dekenstraat 2, 3000 Leuven, Belgium;2. Faculty of Psychology and Educational Sciences, Center for Developmental Psychology, University of Leuven, Tiensestraat 10, 3000 Leuven, Belgium;1. Laboratoire d''Acoustique de l''Université du Maine (LAUM, UMR CNRS 6613), 72000 Le Mans, France;2. Czech Technical University in Prague, Faculty of Transportation Sciences, Prague, Czech Republic;1. Université du Québec à Montréal, Département de didactique des langues, Université du Québec à Montréal, C.P. 8888, Succursale Centre-ville, Montréal, Québec, Canada H3C 3P8;2. Université du Québec à Montréal, Département de linguistique, Université du Québec à Montréal, C.P. 8888, Succursale Centre-ville, Montréal, Québec, Canada H3C 3P8 |
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| Abstract: | Recently, many insights have been gained into the design of powerful learning environments. Teacher training must take account of this knowledge when educating the teachers of the future. This study investigates possible approaches within teacher training which could encourage student teachers towards learning-focused teaching activities. The main question is whether students from institutions where these activities were taught in a more inductive way pay more attention to these aspects during teaching practice than those from other institutions. This inductive approach is concretized by the following: (a) modelling of these teaching activities by the teacher trainers; (b) coaching the teaching practice experiences and giving hints; (c) taking the students’ learning experiences as starting points for reflection. Three existing teacher-training institutions were chosen to provide different and ecologically valid settings in a feasible way. Comparisons of the institutional approaches with the approaches during teaching practice confirm the importance of an inductive approach in which different practice experiences, systematically aimed at making the students restructure their conceptual frameworks of learning and instruction, are used for reflection. |
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