MicroLESSONS in Teacher Education: Examining Pre-Service Teachers' Pedagogical Beliefs

Autor/inn/en	Lim, Cher Ping; Chan, Bee Choo
Titel	MicroLESSONS in Teacher Education: Examining Pre-Service Teachers' Pedagogical Beliefs
Quelle	In: Computers and Education, 48 (2007) 3, S.474-494 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2005.03.005
Schlagwörter	Preservice Teacher Education; Beliefs; Constructivism (Learning); Teacher Education Programs; Multimedia Instruction; Foreign Countries; Learning Modules; Program Descriptions; Instructional Effectiveness; Technology Integration; Attitude Change; Adoption (Ideas); Singapore + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Belief; Glaube; Multimediales Lernen; Ausland; Learning module; Lernmodul; Unterrichtserfolg; Attitudinal change; Einstellungsänderung; Ideas; Ideenfindung; Singapur
Abstract	It is a challenge for teacher educators to shift pre-service teachers away from traditional pedagogical beliefs towards constructivist ones. At the National Institute of Education in Singapore, microLESSONS is introduced into the instructional technology course of the teacher education program to provide pre-service teachers with opportunities to adopt constructivist instructional approaches towards the design of multimedia learning packages. Based on a class of pre-service teachers in the Diploma in Education program, this paper examines how participation in the microLESSONS series changes pre-service teachers' pedagogical beliefs. Although the study shows that the beliefs of pre-service teachers are resistant to change and are unlikely to be affected by a short, one-off constructivist-based practical experience provided by the microLESSONS series, the series may have enhanced their confidence in designing and developing multimedia learning packages based on constructivist principles. The series has also given them a better understanding of the diverse use of technology for enhancing teaching and learning. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10