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ERIC Number: EJ955938
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-0022-4871
Designing for the Future: How the Learning Sciences Can Inform the Trajectories of Preservice Teachers
Jurow, A. Susan; Tracy, Rita; Hotchkiss, Jacqueline S.; Kirshner, Ben
Journal of Teacher Education, v63 n2 p147-160 Mar-Apr 2012
In this article, the authors discuss how they redesigned an educational psychology course for preservice teachers using insights from the burgeoning, interdisciplinary field of the Learning Sciences. Research on the situated nature of learning and the value of out-of-school contexts for supporting children s development informed their decisions to require preservice teachers to work with children in community-based settings, frame their interactions with children as "service" rather than as explicit preparation for teaching, and conduct research on the social, cultural, and cognitive nature of these experiences. Two case studies illuminate preservice teachers' learning trajectories in relation to course practices. Analyses suggest that the course created opportunities for preservice teachers to develop views of learning as inherently cultural and not limited to the acquisition of academic content. Emerging findings point to the potential of using Learning Sciences research as a touchstone for reorganizing educational psychology courses for preservice teachers. (Contains 1 note.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado