Literaturnachweis - Detailanzeige
Autor/inn/en | Ruys, Ilse; Van Keer, Hilde; Aelterman, Antonia |
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Titel | Collaborative Learning in Pre-Service Teacher Education: An Exploratory Study on Related Conceptions, Self-Efficacy and Implementation |
Quelle | In: Educational Studies, 36 (2010) 5, S.537-553 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-5698 |
Schlagwörter | Preservice Teacher Education; Self Efficacy; Teacher Educators; Beliefs; Student Teacher Attitudes; Educational Strategies; Pedagogical Content Knowledge; Teaching Models; Cooperative Learning; Educational Attitudes; Teacher Behavior; Questionnaires; Curriculum Implementation; Foreign Countries; Schematic Studies; Belgium Lehramtsstudiengang; Lehrerausbildung; Self-efficacy; Selbstwirksamkeit; Teacher education; Education; Lehrerbildung; Belief; Glaube; Lehrstrategie; Pädagogische Kompetenz; Lehrmodell; Kooperatives Lernen; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Teacher behaviour; Lehrerverhalten; Fragebogen; Ausland; Schematheorie; Belgien |
Abstract | In this study, the actual position of collaborative learning (CL) in teacher education is examined. One hundred and twenty teacher educators and 369 student teachers are surveyed on general educational beliefs, mental models and conceptions related to CL. The self-efficacy and the implementation of CL are also taken under scrutiny. The results reveal that CL is highly valued as a teaching strategy for primary school children; however, student teachers do not prefer to collaborate themselves during their learning process. Student teachers' self-efficacy towards the use of CL is moderate. Collaborative learning is implemented once in a while in teacher education, and student teachers are not intensively trained in the pedagogical use of CL for their future classroom practice. (Contains 4 tables.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |