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ERIC Number: ED360259
Record Type: RIE
Publication Date: 1991-Sep
Pages: 58
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Experience versus Theory in Teacher Education. Research in Teacher Education Monograph Series, No. 2/91.
Heywood, J.; And Others
The two conference presentations contained in this document are entitled, respectively, "Experience versus Theory in Teacher Education: Student-Teachers as Researchers" by a tutor, J. Heywood, and two student teachers, A. FitzGibbon and L. A. Cameron, and "Researching Instruction while Student-Teaching" by student teacher Paula Carroll. The first paper describes student attitudes toward a course in psychology in teacher education as they were systematically obtained during academic years 1989-90 and 1990-91. The course was called Applied Psychology of Instruction, and its purpose was to consider the range of instructional potential and to invite student teachers to experiment with as many strategies as possible during their teaching practice. Specifically, the study assessed student attitudes toward use of different theories of instruction, including: concept learning, imagery, decision making, matching learning styles to teaching, and discovery or guided discovery. The paper concludes that the course helped student teachers experience and understand the value of different approaches to teaching, and recommends that it be made into a 2-year course due to its extensive content. The data discussed are displayed in 12 tables. The second paper cites evidence that testing and then retesting 12-year-olds with the Kolb Learning Styles inventory resulted in one-third of the students changing learning styles. The paper also found that teaching a lesson that goes through the four phases of the Kolb cycle improves learning, but it could not be proven that students learn best in the phase that corresponds to their own style. (Contains 22 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Dublin Univ. (Ireland). Dept. of Teacher Education.
Note: Paper presented at the Annual Conference of the Association for Teacher Education in Europe (Noordwijkerhout, Netherlands, September 1991).