An investigation of pre-service teacher's knowledge about learning

Brownlee, Joanne M., Boulton-Lewis, Gillian M., & Purdie, Nola M. (2003) An investigation of pre-service teacher's knowledge about learning. Higher Education: The international journal of higher education and educational planning, 45(1), pp. 109-125.

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Twenty-nine student teachers from a large metropolitan university in Queensland, Australia were interviewed at the beginning (Time 1) and end (Time 2) of a year-long graduate diploma in education to investigate the nature of their knowledge about learning and changes in such knowledge over the year. At Time 1 and Time 2 most students thought learning should be meaningful and preferred to use transformative learning approaches. However, students indicated a willingness to engage in reproductive approaches to learning if the content to be learned was uninteresting, workloads were high, or assessment was examination-focussed. The results also indicated that while many students did not experience significant changes in their knowledge about learning over the year, they believed that transformative learning had become more of a focus for them. Investigating student teachers’ knowledge about learning has implications for effective learning in teacher education programs.

Impact and interest:

17 citations in Scopus
13 citations in Web of Science®
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ID Code: 1069
Item Type: Journal Article
Refereed: Yes
Keywords: HERN
DOI: 10.1023/A:1021216618988
ISSN: 1573-174X
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2003 Springer
Copyright Statement: Reproduced in accordance with the copyright policy of the publisher. The original publication is available at SpringerLink.
Deposited On: 22 Apr 2005 00:00
Last Modified: 20 Mar 2013 01:03

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