ERIC Number: ED454226
Record Type: RIE
Publication Date: 2001-Apr
Enhancing Learning Approaches in an Undergraduate Teacher Education Program.
Gordon, Christopher; Debus, Ray
This study implemented contextual modifications in a preservice teacher education program to improve teaching and learning. The modifications were designed to increase students' use of deep approaches to learning and reduce their reliance on surface approaches. Because of how the teaching and learning environment was conceptualized, in accordance with Biggs' (1993) "3P model," this outcome was dependent on altering students' perception of the learning environment from one that rewarded reproduction of transmitted declarative knowledge to one that encouraged meaningful construction of integrated concepts. Students' perceptions of their competence in performing teaching tasks were expected to improve in response to improvements in quality learning. Growth in personal teaching efficacy was an expected outcome for those students who engaged more strongly in deep approaches to learning. Results indicated that modifications to the teaching methods, task requirements, and assessment processes applied to the treatment group encouraged changes in students' approaches to learning by first, reducing their use of surface approaches, and later, increasing their use of deep approaches. While both treatment and control groups exhibited equivalent growth in teaching efficacy, differences were noted in the sources of information that informed personal teaching efficacy at the conclusion of the course. (Contains 103 references, 11 tables, and 6 figures.) (Author/SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).