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ERIC Number: ED496962
Record Type: Non-Journal
Publication Date: 2005-Jul
Pages: 8
Abstractor: Author
Reference Count: 17
ISBN: N/A
ISSN: N/A
Assimilating Innovative Learning/Teaching Approaches into Teacher Education: Why Is It so Difficult?
Shriki, Atara; Lavy, Ilana
International Group for the Psychology of Mathematics Education, Paper presented at the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, Jul 10-15, 2005), v4 p185-192
Research shows that most training programs aimed at qualifying pre-service teachers (PST) have a slight influence on their beliefs regarding learning and teaching. In order to understand the reasons of this phenomenon we asked our PST to write a portfolio while experiencing learning via a computerized-project-based-learning (CPBL) approach. Analysis of the PST's portfolio raised two main possible reasons for the stagnation of their beliefs: a lack of sufficient success in achieving expected goals, and an inadequate synchronization between the experience of innovative approaches and their implementation. In this paper we present a case study of one of our PST written reflections, in which those two issues are addressed. [For complete proceedings see ED496851.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A