A Studio Tells Its Story: Student-Teachers Learn Differently

Autor/in	Leshem, Shosh
Titel	A Studio Tells Its Story: Student-Teachers Learn Differently
Quelle	In: European Journal of Teacher Education, 39 (2016) 2, S.174-189 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2016.1138103
Schlagwörter	Foreign Countries; Student Teachers; Teacher Education Programs; College Students; Experiential Learning; Learning Laboratories; Student Teacher Attitudes; Questionnaires; Qualitative Research; Lesson Plans; Inferences; Theory Practice Relationship; Data Analysis; Student Development; Self Concept; Learning Experience; Workshops; Israel + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Collegestudent; Experiental learning; Erfahrungsorientiertes Lernen; Lernstation; Fragebogen; Qualitative Forschung; Lesson planning; Unterrichtsplanung; Inference; Inferenz; Theorie-Praxis-Beziehung; Auswertung; Selbstkonzept; Lernerfahrung; Lernwerkstatt; Schulung
Abstract	The paper presents the story of an experimental learning studio in a teacher education programme at a college in Israel. The study investigates what students found significant in the studio and more specifically, the meanings students attributed to the experiences in the studio and how it constituted a site for learning. Open ended questionnaires distributed to 171 students were used and analysed qualitatively. The analysis indicates that the studio provided students with opportunities to see elements of "a lesson" from creative ways of looking at teaching and learning. Students revealed capabilities of making inferences and implications to wider phenomena based on theoretical and practical knowledge. Thus transgressing boundaries of segregated disciplines can lead to meaningful learning and more motivated students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01