Developing deep learning approaches and personal teaching efficacy within a preservice teacher education context
Dados Bibliográficos
| ID | 5265752 |
|---|---|
| Autores | Christopher Gordon (0000-0003-2734-851X, Charles Sturt University, autor correspondente), Ray L Debus (Charles Sturt University), Ray Debus |
| Ano | 2002 |
| Volume | 72 |
| Fascículo | 4 |
| Páginas | 483-511 |
| Data de publicação | 2002-12-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | British Journal of Educational Psychology (JOURNAL) |
| Identificadores do periódico | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/00070990260377488 |
| PMID | 12495563 |
| OpenAlex | W1993319826 |
| Idioma | EN |
| Citações recebidas | 26 |
Background: University students' approaches to learning have been demonstrated to affect learning outcomes across a wide range of courses, favouring the use of a deep approach. Interventions to promote the use of deep approaches have had mixed success, with the most successful interventions involving large-scale course redesign.Aims: This paper describes a study in which contextual modifications were implemented in an existing preservice teacher education programme to increase students' use of deep approaches to learning and reduce their reliance on the use of surface approaches, without the need for major redesign. Students' perceptions of their competence in performing the tasks of teaching (personal teaching efficacy) were also expected to improve in response to improvements in quality learning.Sample: Three cohorts of students (N = 134), enrolled in a preservice teacher education degree programme at a rural university in New South Wales, Australia participated in the study.Method: A longitudinal quasi-experimental design was used, with Cohort 1 acting as a control while Cohorts 2 and 3 represented treatment groups. Repeated measures were taken on Biggs' (1987b) Study Process Questionnaire, a modified version of Gibson and Dembo's (1984) Teacher Efficacy Scale and the Academic subscale within Lefcourt's (1981) Multidimensional-Multiattributional Causality Scale. An action research paradigm was embedded to enable the development and refinement of the altered teaching approaches.Results: Results indicated that the modifications to teaching methods, task requirements and assessment processes applied to the treatment group encouraged changes in students' approaches to learning by firstly reducing their use of surface approaches and later increasing the use of deep approaches. While both treatment and contrast groups exhibited equivalent growth in teaching efficacy, differences between cohorts were noted in the sources that informed personal teaching efficacy at the conclusion of the course.Conclusions: These findings suggest that the study succeeded in its major goal of improving the quality of teaching and learning in this teacher education programme. The results conform to the findings of previous research and are consistent with learning approach theory. While the specific contextual modifications used in the current study may not necessarily be transferable to other settings, the processes employed in the generation of those modifications could find wider applicability
Competence (human resources) · Context (archaeology) · Mathematics education · Medical education · Pedagogy · Perception · Psychological intervention · Scale (ratio) · Teacher education · Teaching method · Educational Environments and Student Outcomes · Innovative Education and Learning Practices · Psychology · Social Psychology · Teacher Education and Leadership Studies
Fostering meaning-oriented learning and deliberate practice in teacher education
The effect of pedagogical training on teaching in higher education
Assessing the impact of learning environments on students' approaches to learning
Los enfoques de aprendizaje. Revisión conceptual y de investigación
Auto-efficacité des enseignants
Using student-centred learning environments to stimulate deep approaches to learning
Do Students Develop Towards More Deep Approaches to Learning During Studies? A Systematic Review on the Development of Students’ Deep and Surface Approaches to Learning in Higher Education
A comprehensive overview of artificial intelligence and machine learning in education pedagogy
Study Approaches of Life Science Students Using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F)
Effects of process-oriented guided inquiry learning on approaches to learning, long-term performance, and online learning outcomes
How a professional development programme for university teachers impacts their teaching-related self-efficacy, self-concept, and subjective knowledge
Using a brief web‐based, on demand training to improve preservice teacher knowledge of attention deficit hyperactivity disorder
How do HEIs’ students accept nudging? Expert perspective analysis
Analysing change in learning strategies over time
A Test and Cross-Validation of the Revised Two-Factor Study Process Questionnaire Factor Structure Among Western University Students
Toward a pedagogy for slow and significant learning about assessment in teacher education
Exploring preservice teachers’ metaphor plotlines
Simulation as a pedagogical model for deep learning in teacher education
The Teachers' Sense of Efficacy Scale
Self‐assessment in higher education
Pre-service Teachers’ conceptions of their own learning
Teacher Efficacy Beliefs Toward Serving Culturally and Linguistically Diverse Students in Special Education
Declarative knowledge and professional vision in teacher education
Improving students' learning approaches through intervention in an information systems learning environment
The learning approaches and epistemological beliefs of university students
How approaches to teaching are affected by discipline and teaching context
| Obras citantes distintas | 26 |
|---|---|
| Citações por ano | 1,24 |
| Intervalo de citações | 2005 - 2024 (20) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 22 |