Changing Conceptions of Teaching: A Four-Year Learning Journey for Student Teachers

Autor/inn/en	Cheng, Annie Y. N.; Tang, Sylvia Y. F.; Cheng, May M. H.
Titel	Changing Conceptions of Teaching: A Four-Year Learning Journey for Student Teachers
Quelle	In: Teachers and Teaching: Theory and Practice, 22 (2016) 2, S.177-197 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2015.1055437
Schlagwörter	Student Teachers; Longitudinal Studies; Instruction; Learning Processes; Cognitive Structures; Undergraduate Students; Preservice Teacher Education; Case Studies; Interviews; Experiential Learning; Scaffolding (Teaching Technique); Transformative Learning; Student Teacher Attitudes; Attitude Change; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching process; Unterrichtsprozess; Learning process; Lernprozess; Cognitive structure; Kognitive Struktur; Lehramtsstudiengang; Lehrerausbildung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Experiental learning; Erfahrungsorientiertes Lernen; Pädagogische Transformation; Attitudinal change; Einstellungsänderung; Ausland; Hongkong
Abstract	Understanding student teachers' development of conceptions of teaching and learning is critical for teacher educators. Drawing from the findings of a four-year longitudinal study in Hong Kong, this paper examines the trajectories of the student teachers' changing conceptions of teaching and learning approaches throughout their undergraduate programme. Three types of trajectories: guided touring, experiential detouring and self-guided touring, as the changes in both conceptions of teaching and learning approaches, are presented. The results suggest that three factors: faculty, learners' attitudes towards learning and ability to integrate different learning resources, influenced the development of the student teachers' trajectories. This study adds to the international body of knowledge on the interconnected development of conceptions of teaching and learning approaches. The paper concludes with the implications for teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01