Fostering meaning-oriented learning and deliberate practice in teacher education

被引：49

作者：

Bronkhorst, Larike H. ^{[1
]}

Meijer, Paulien C. ^{[1
]}

Koster, Bob ^{[1
]}

Vermunt, Jan D. ^{[1
]}

机构：

[1] Univ Utrecht, Dept Educ, Fac Social & Behav Sci, NL-3508 TC Utrecht, Netherlands

来源：

TEACHING AND TEACHER EDUCATION | 2011年 / 27卷 / 07期

关键词：

Student teacher learning; Professional development; Teacher education programs; STUDENT-TEACHERS; UNIVERSITY; BELIEFS; DESIGN; MODEL;

D O I：

10.1016/j.tate.2011.05.008

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Meaning-oriented learning and deliberate practice may be expected to promote student teachers' continuous professional development. We interviewed twelve expert teacher educators to explore their understanding of these concepts, as well as pedagogies to stimulate them in teacher education. The experts understood deliberate practice in two ways: an enactment conceptualization focusing on pupil learning, and a regulation conceptualization focusing on teacher learning. Pedagogies were operationalized in twelve design principles, which integrated ideas previously scattered in the literature, and added to it with respect to anticipatory reflection, diverse ways of "modeling", and student teacher agency in creating a powerful learning environment. (C) 2011 Elsevier Ltd. All rights reserved.

引用

页码：1120 / 1130

页数：11

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