Preservice Teachers’ Approaches to Learning and Their Learning Outcomes: A Malaysian Experience

2016 ◽  
pp. 203-216 ◽  
Author(s):  
Pauline Swee Choo Goh
Keyword(s):  
Preservice Teachers ◽  
Learning Outcomes ◽  
Approaches To Learning

A Phenomenographic Analysis of College Students’ Conceptions of and Approaches to Programming Learning: Insights From a Comparison of Computer Science and Non-Computer Science Contexts

2021 ◽  
pp. 073563312199595
Author(s):  
Te-Lien Chou ◽  
Kai-Yu Tang ◽  
Chin-Chung Tsai
Keyword(s):  
College Students ◽  
Computer Science ◽  
Learning Outcomes ◽  
Approaches To Learning ◽  
Digital Age ◽  
Conceptions Of Learning ◽  
Community Interactions ◽  
Learning Programming ◽  
Northern Taiwan ◽  
Rote Memory

Programming learning has become an essential literacy for computer science (CS) and non-CS students in the digital age. Researchers have addressed that students’ conceptions of learning influence their approaches to learning, and thus impact their learning outcomes. Therefore, we aimed to uncover students’ conceptions of programming learning (CoPL) and approaches to programming learning (APL), and analyzed the differences between CS and non-CS students. Phenomenographic analysis was adopted to analyze 31 college students (20 CS-related, and 11 not) from northern Taiwan. Results revealed six categories of CoPL hierarchically: 1. memorizing concepts, logic, and syntax, 2. computing and practicing programming writing, 3. expressing programmers’ ideas and relieving pressure, 4. applying and understanding, 5. increasing one’s knowledge and improving one’s competence, and 6. seeing in a new way. Four categories of APL were also found, namely: 1. copying from the textbook, teachers, or others, 2. rote memory, 3. multiple exploration attempts, and 4. online or offline community interactions. Furthermore, we found that most CS students held higher level CoPL (e.g., seeing in a new way) than non-CS students. However, compared with non-CS students, CS students adopted more surface approaches to learning programming, such as copying and rote memory. Implications are discussed.

The relationship between students’ approaches to learning and the assessment of learning outcomes

2005 ◽  
Vol 20 (4) ◽  
pp. 327-341 ◽  
Author(s):  
David Gijbels ◽  
Gerard Van de Watering ◽  
Filip Dochy ◽  
Piet Van den Bossche
Keyword(s):  
Learning Outcomes ◽  
Approaches To Learning ◽  
Assessment Of Learning ◽  
The Relationship

Establishing Asset Thinking With Preservice Teachers

2018 ◽  
pp. 257-277
Author(s):  
Christopher Meidl ◽  
Xia Chao ◽  
Anne Marie FitzGerald
Keyword(s):  
Preservice Teachers ◽  
Approaches To Learning ◽  
Data Sources ◽  
Deficit Thinking ◽  
Methodological Framework ◽  
Engaged Learning ◽  
Children And Families ◽  
Marginalized Communities ◽  
Student Reflections ◽  
Pedagogical Approaches

This chapter explores how deficit and asset thinking of preservice teachers is influenced when they are provided with community-engaged learning (CEL) that prepares them to serve children and families from a marginalized community. Twenty-seven early childhood education preservice teachers participated in CEL at a local HUD neighborhood as part of a junior level course called Families, Schools, and Communities. Narrative inquiry guided the methodological framework to analyze data from course assignments including weekly Exit Slips and student reflections from the actual CEL experience. From those data sources, several themes emerged in relation to asset thinking, deficit think, and pedagogical approaches to learning about marginalized communities using CEL. Students recognized asset thinking in a variety of ways, but also were stuck using deficit thinking to judge the community's utility of a childcare event.

Challenging Lecturer Assumptions About Preservice Teacher Learning in Mandatory Indigenous Studies

2016 ◽  
Vol 45 (2) ◽  
pp. 119-128 ◽  
Author(s):  
Katrina Thorpe ◽  
Cathie Burgess
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Approaches To Learning ◽  
Indigenous Studies ◽  
Course Content ◽  
Knowledge And Beliefs ◽  
Cultural Interface ◽  
The University ◽  
Preservice Teacher Learning

This paper explores and challenges our assumptions as lecturers about preservice teachers’ knowledge and beliefs entering a mandatory Indigenous Studies subject. A total of 38 focus groups were conducted over two years (2011–2012) with preservice teachers enrolled in teaching degrees at the University of Sydney. Findings were analysed to identify and critically reflect on our assumptions about preservice teachers' prior understanding of the content and approaches to learning. To challenge our assumptions, this paper applies Brookfield's (1995) student and autobiographical lenses to engage in critical reflection and Nakata's (2002, 2007) ‘cultural interface’ to better understand the complexities, tensions and transformations that occur for learners in the Indigenous Studies classroom. Findings illuminated that assumptions about the level of resistance and indifference to course content were often overstated and rather, many preservice teachers were more likely to be insecure and reticent to express their ideas in this complex and potentially uncomfortable learning environment. Implications from the study highlight the need for ongoing critical reflection of lecturer assumptions about preservice teachers’ dispositions and how they engage with the subject to better understand the diversity of their knowledge and experiences and what this means for teaching and learning in this context.

Practice-Based Evidence: A Model for Helping Educators Make Evidence-Based Decisions

2018 ◽  
Vol 42 (1) ◽  
pp. 82-92 ◽  
Author(s):  
Barbara Fink Chorzempa ◽  
Michael D. Smith ◽  
Jane M. Sileo
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Problem Solving ◽  
Instructional Practices ◽  
Learning Outcomes ◽  
Teacher Candidates ◽  
Graduate Program ◽  
Evidence Based ◽  
Certification Programs ◽  
K 12

Within their teacher preparation courses and field experiences, preservice teachers are introduced to numerous instructional practices, not all of which are considered research-based. For this reason, instruction in how to evaluate the effectiveness of one’s practices is essential, but it is often a lacking component of initial certification programs. In this article, a flexible, problem-solving model for collecting and reflecting on practice-based evidence (PBE) is described. The model, utilized in a graduate program in Special Education, was designed to assist teacher candidates in evaluating the effectiveness of the practices they implement to optimize students’ learning outcomes. Implications for practice in the K-12 environment are also provided.

Addressing the Cultural Dimensions of E-Learning

2008 ◽  
pp. 2252-2267
Author(s):  
Andrea L. Edmundson
Keyword(s):  
United States ◽  
Learning Outcomes ◽  
Approaches To Learning ◽  
The United States ◽  
Cultural Dimensions ◽  
The Two Cultures ◽  
Eastern Cultures ◽  
E Learning ◽  
Cap Model ◽  
Level 1

In an exploratory study, the researcher examined the effects of cultural dimensions on e-learning outcomes for employees in functionally equivalent jobs in Western and Eastern cultures. Participants from the United States and India completed a Level 1 e-learning course designed in the United States. In addition, randomly selected completers then reported their interactions with the e-learning course in a survey. Learners from the two cultures achieved equitable learning outcomes, suggesting that characteristics of Level 1 e-learning courses mitigate the effects of culture. In addition, while cultural dimensions did appear to affect learners’ preferences for and perceptions of e-learning, both Eastern and Western participants were willing to try new approaches to learning that did not align with their cultural profiles. Based on these results and practical usage, the revised (v.2) of the cultural adaptation process (CAP) model is presented as a guideline for adapting e-learning courses for other cultures.

Preservice Teacher Perceptions on the Design of a U-Pace Online Course Compared to a Conventional Face-to-Face Mathematics Content Course

2020 ◽  
pp. 99-118
Author(s):  
Mary N. Gichobi ◽  
Todd Dresser ◽  
Nathan Kraftcheck
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Teacher Perceptions ◽  
Preservice Teacher ◽  
Learning Outcomes ◽  
Learning Opportunities ◽  
Online Course ◽  
Face To Face ◽  
Mathematics Content Course ◽  
Elementary And Middle School

This chapter examines preservice teachers' (PSTs) perceptions on the design of both an online and face-to-face mathematics content course for elementary and middle school preservice teachers. The chapter describes the instructor's design goals, considerations, and describes PSTs' experiences in the process of completing the course. Further, the chapter describes the features of the course that provided productive learning opportunities for PSTs. Drawing from PSTs' reflection after completing an online course and face-to-face course, the chapter compares PSTs' experiences and learning outcomes from the online course compared to a traditional face-to-face course. Finally, the authors explicate the affordances and constraints encountered by both the instructor and the students as they completed the online course.

scholarly journals Adding Voices to Physical Sciences Preservice Teachers’ Approaches to Learning

2019 ◽  
Vol 23 (2) ◽  
pp. 195-205
Author(s):  
Tamirirofa Chirikure ◽  
Nadaraj Govender ◽  
Doras Sibanda ◽  
Lebala Kolobe ◽  
Mary-Anne Good ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Approaches To Learning ◽  
Physical Sciences
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