Researching Teaching for Understanding: The Students' Perspective.

Autor/inn/en	Loughran, John; Derry, Nick
Titel	Researching Teaching for Understanding: The Students' Perspective.
Quelle	(1995), (31 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Faculty Development; Foreign Countries; Higher Education; Inservice Teacher Education; Instructional Effectiveness; Learning Processes; Learning Strategies; Secondary Education; Student Motivation; Teacher Educators; Teacher Effectiveness; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Unterrichtserfolg; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sekundarbereich; Schulische Motivation; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	This study was designed to explore students perceptions of how a change in pedagogy influenced learning. The study was undertaken as part of a professional development residency in which a teacher educator worked with the staff of a high school science faculty in an on-site professional development program focusing on classroom teaching and learning. The purpose of the research was to determine how students responded to changes in teaching approaches and learning strategies. The class involved in the study, taught by an inservice teacher with the teacher educator as an observer, was constructed to be more learning centered, encouraging students to better understand, articulate, and retain the course content. One particular strategy, student log books, is discussed. Data were collected through a survey and interviews, following an 8-week unit on electricity. The findings indicated that the students enjoyed the way teaching was conducted. However, although they understood what was happening and why, and although they recognized the changes in their approach to learning, in general they found it difficult to accept that such changes should become the norm. The data suggest that this dilemma was related to the effort necessary to learn in a more active and meaningful way which requires more experience and time than might initially be expected. Even though students might recognize the value of learning for understanding, that alone is apparently not sufficient to encourage them to adopt it as "normal" practice. Four appendices include: the student survey form, the interview protocol, interview codes, and reports on codes. (Contains 17 references.) (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC