Promoting Awareness of Learner Diversity in Prospective Teachers: Signaling Individual and Group Differences within Virtual Classroom Cases

Autor/inn/en	Moreno, Roxana; Abercrombie, Sara
Titel	Promoting Awareness of Learner Diversity in Prospective Teachers: Signaling Individual and Group Differences within Virtual Classroom Cases
Quelle	In: Journal of Technology and Teacher Education, 18 (2010) 1, S.111-130 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Student Teacher Attitudes; Problem Based Learning; Virtual Classrooms; Teaching Methods; Student Diversity; Consciousness Raising; Cultural Pluralism; Individual Differences; Case Studies; Problem Solving; College Students; Student Characteristics; Program Effectiveness + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Bewusstseinsbildung; Kulturpluralismus; Individueller Unterschied; Case study; Fallstudie; Case Study; Problemlösen; Collegestudent
Abstract	We investigated two methods to promote prospective teachers' awareness of learner diversity and application of teaching principles using a problem-based learning environment. In Experiment 1, we examined the effects of presenting a conceptual framework about learners' individual and group differences either before or after instruction on teaching principles. In Experiment 2, we examined the effects of signaling issues of diversity within a set of worked-out classroom cases that were presented in either text or animated format. Learning was measured with a problem-solving transfer test and learning perceptions were measured with program-rating questionnaires. The findings showed a learning advantage for early instruction on individual and group differences in the classroom and participants who learned teaching principles with diversity instruction gave more favorable program ratings than those who did not. Case format did not affect students' learning or perceptions about learning but signaling diversity issues within worked-out classroom cases promoted students' transfer of teaching principles to diverse virtual classrooms and reduced perceived cognitive load. (Contains 2 tables.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10