Making Sense of Conceptual Tools in Student-Generated Cases: Student Teachers' Problem-Solving Processes

Autor/in	Jahreie, Cecilie Flo
Titel	Making Sense of Conceptual Tools in Student-Generated Cases: Student Teachers' Problem-Solving Processes
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 6, S.1229-1237 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2009.12.002
Schlagwörter	Student Teachers; Theory Practice Relationship; Problem Solving; Case Method (Teaching Technique); Constructivism (Learning); Preservice Teacher Education; Writing Processes; Educational Strategies; Learning Activities + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Theorie-Praxis-Beziehung; Problemlösen; Case method; Fallmethode; Lehramtsstudiengang; Lehrerausbildung; Lehrstrategie; Lernaktivität
Abstract	This article examines the way student teachers make sense of conceptual tools when writing cases. In order to understand the problem-solving process, an analysis of the interactions is conducted. The findings show that transforming practical experiences into theoretical reflection is not a straightforward matter. To be able to elaborate on the task it is crucial to make meaning of the tools. It is demonstrated that the institutional practices, rules and expectations must be explicit for the students. The overall aim is to demonstrate that activity theory can enhance our understanding of the interdependence between activity, task and mediating tools. (Contains 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10