NotesFAQContact Us
Search Tips
ERIC Number: EJ795182
Record Type: Journal
Publication Date: 2007
Pages: 16
Abstractor: ERIC
Reference Count: 34
ISSN: ISSN-0737-5328
Alignment in Constructivist-Oriented Teacher Education: Identifying Pre-Service Teacher Characteristics and Associated Learning Outcomes
Redden, Krista C.; Simon, Rebecca A.; Aulls, Mark W.
Teacher Education Quarterly, v34 n3 p149-164 Sum 2007
Nothing more than rote knowledge can be expected when methods of assessment tend to encourage students to memorize and discourage students from achieving deep understanding. A challenge in teacher education is to develop instructional practices that integrate theories of learning and instruction with practical pedagogical skills. In this article, the authors present a study which measured the extent to which students from an educational psychology course learned from activities that required them to integrate theoretical information with previous practical knowledge about instruction. This study took a situative perspective, which views learning as changes in an individual's participation in social activities as a result of the acquisition of new knowledge. Furthermore, it describes the classroom characteristics, qualitatively measures student characteristics (students' conceptions of meaningful learning, and allocations of responsibility for learning), and quantitatively measures process and product factors (formative method of assessment). (Contains 1 figure and 3 tables.)
Caddo Gap Press. 3145 Geary Blvd PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A