Students' Conceptions of Knowledge, the Role of the Teacher and Learner as Important Factors in a Didactic School Reform

Autor/in	Zuljan, Milena Valencic
Titel	Students' Conceptions of Knowledge, the Role of the Teacher and Learner as Important Factors in a Didactic School Reform
Quelle	In: Educational Studies, 33 (2007) 1, S.29-40 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
Schlagwörter	Professional Training; Student Teachers; School Restructuring; Teacher Education; Role Perception; Teacher Attitudes; Teaching Models; Evaluation Criteria; Cluster Grouping; Research Methodology; Professional Development; Concept Formation; Foreign Countries; Slovenia + Suchen Sie Ihr Suchwort? Berufliche Fachbildung; Berufliche Fortbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schulreformplan; Schulumwandlung; Lehrerausbildung; Lehrerbildung; Role conception; Rollenverständnis; Lehrerverhalten; Lehrmodell; Eingruppierung; Research method; Forschungsmethode; Concept learning; Begriffsbildung; Ausland; Slowenien
Abstract	In the first part of this paper, conceptions of trainee teachers are defined, together with their importance for the process of teacher education. Many studies concerning teacher conceptions and models of teacher development show that the conceptions of instruction, knowledge, and teacher and learner roles are a key part of the teacher's professional equipment. They affect his/her thinking, experiences and actions, and thus directly determine the quality of instruction and the teacher's professional growth. The Slovene school system has been undergoing many changes in the past decade. The success of the reforms largely depends on the way teachers perceive knowledge and other basic educational categories. The purpose of the present study was to identify the conceptions of knowledge, teacher and learner roles held by the student teachers in primary education at the beginning of their professional training. Numerous categorizations of these conceptions were reviewed to form a four-tiered hierarchic taxonomy of conception categories, ranging from teacher and content centred to learner and learning centred. The study shows that trainee teachers largely hold conceptions typical of the transmission model of education. The key question arising from this is how to shift the students' conceptions towards a modern, cognitive-constructivist model of education, which is an important basis for the didactic reform of the Slovene school system. (Contains 1 figure and 1 table.) (Author).
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/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10