Student Teacher Experiences of Learning and Pedagogical Involvement Using a Student-Centered Learning Approach
Dados Bibliográficos
| ID | 22047403 |
|---|---|
| Autores | Arne Sørensen (0009-0007-7955-0636, Nord University, autor correspondente), Pål Lagestad (0000-0003-4608-8039, Nord University), Hilde Kristin Mikalsen (0000-0002-5800-1829, Nord University) |
| Ano | 2023 |
| Volume | 13 |
| Fascículo | 9 |
| Páginas | 965 |
| Data de publicação | 2023-09-21 |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Education Sciences (JOURNAL) |
| Identificadores do periódico | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Editora | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13090965 |
| OpenAlex | W4386960454 |
| Idioma | EN |
| Citações recebidas | 4 |
| Referências citadas | 28 |
To optimize students’ levels of skills, knowledge, and competence in higher education, teachers have been encouraged to work systematically to understand how their pedagogical approaches affect the students’ learning process and learning outcomes. The purpose of this study was to examine the efficacy of a student-centered learning design (SCL) in the subject of PE. A total of 24 PETE students were given the responsibility to create the schedule for their own education in a subject for a semester. During the semester, the students wrote reflections note on three occasions related to their learning process and learning outcome. The thematical analysis of the reflection notes revealed two main findings concerning the learning process: an invitation to participate and develop professional ownership, and mixed reflections on the need for teacher scaffolding. Furthermore, the analyses revealed two main findings concerning the learning outcome: improved learning and meaningful learning. Our findings indicate that students’ participation, motivation, enjoyment, and learning outcomes increased due to the use of SCL as a pedagogical strategy. These findings are supported by other investigations, identifying SCL as a preferred strategy according to students’ learning process and learning outcomes. The main pedagogical implication of our findings is a recommendation to implement SCL as a pedagogical strategy for student learning in teacher education
Cooperative learning · Experiential learning · Mathematics education · Pedagogy · Professional learning community · Teaching method · Collaborative Teaching and Inclusion · Communication in Education and Healthcare · Computer Science · Higher Education Practises and Engagement · Psychology · Social Psychology
Physical education students’ reflections about the learning outcomes of different teaching methods
The Effect of a Student-Centered Teaching Intervention on Student Teachers Perceived Knowledge in Teaching Theoretical Subjects in Physical Education
Teaching in Higher Education after Covid-19
How conception of students’ intelligence, need satisfaction and frustration relate to teaching practices and self-efficacy in special education teachers
Visible Learning for Teachers
What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom
Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math
Active learning increases student performance in science, engineering, and mathematics
Reflecting on reflexive thematic analysis
Physical education teachers' use of practitioner inquiry
Social loafing
Teachers’ roles and identities in student-centered classrooms
Using thematic analysis in psychology
The "What" and "Why" of Goal Pursuits
Colliding collaboration in student-centred learning in higher education
Higher Education Students' Attitudes to Student-centred Learning
| Citações por ano | 2 |
|---|---|
| Intervalo de citações | 2024 - 2026 (3) |
| Altamente citado | Não |