ERIC Number: EJ798813
Record Type: Journal
Publication Date: 2005
Abstractor: As Provided
Reference Count: 29
Student Teachers' Use of Learning Theories to Diagnose Children's Learning Difficulties
Madsen, Andrea J.; Olson, Joanne K.
Journal of Elementary Science Education, v17 n1 p55-68 Spr 2005
Understanding how people learn is the foundation of informed teaching, yet it is difficult for teachers to articulate and effectively use. This study investigated how two preservice teachers' conceptions of learning theories transferred to their decisionmaking during student teaching. This paired-sample case study examined Research-Based Framework papers, oral defenses, student teaching practices, and reflection on-action. Findings indicate that knowledge from a video case analysis assignment given in the science methods course can transfer to classroom decisions during student teaching; however, perceived institutional constraints can override such knowledge, resulting in decisions that meet district requirements yet are knowingly detrimental to students.
Descriptors: Learning Theories, Preservice Teachers, Student Teaching, Case Studies, Decision Making, Learning Problems, Identification, Reflective Teaching, Elementary School Science, Methods Courses, Preservice Teacher Education, Theory Practice Relationship, Knowledge Base for Teaching, Case Method (Teaching Technique)
Western Illinois University. Document and Publications Services, 1 University Circle, Macomb, IL 61455-1390. Tel: 309-298-1917; Fax: 309-298-2869; e-mail: DPS@wiu.edu; Web site: http://www.wiu.edu/users/jese/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Authoring Institution: N/A