Belief change towards self-directed learning in student teachers: immersion in practice or reflection on action

Perceptions of teacher roles in an experience‐rich teacher education programme

“…Over and above their teaching responsibilities they also have to attend staff, parent and cluster curriculum meetings as well as professional development workshops organised by government. The paradigmatic perspective of the university-based programme favours developing student teachers as 'critical reflective practitioners' (Calderhead, 1989;Korthagen, 2004;Loughran, 1996;Schön, 1987;Tillema, 2000) through a radical socio-constructivist learning process (Richardson, 1997;von Glasersfeld, 2001) with the formidable challenge to individually construct a practice-theory (Furlong, Barton, Miles, Whiting, & Whitty, 2000;Korthagen et al, 2001). In a final portrayal of their professional status at the end of the programme they defend the construction of their practice-theory using relevant video clips from their practice as evidence and motivate their pratice in relation to appropriate educational philosophies, theories and related professional content knowledge in the learning area in which they specialise.…”

Designing an E-Portfolio as a Storage, Workspace and Showcase for Social Sciences and Humanities in Higher Education Institutions (HEIs)

“…In addition, Tillema (2000), for one, agreed that the importance of e-Portfolio is not only the end product but the process of constructing individual learning. Besides that, experts suggested the faculty also need to ensure the availability of computers and wireless connection to accommodate the number of learners who are using the e-Portfolio in the course.…”

Self-directed learning research: An imperative for transforming the educational landscape

“…(Loughran & Russell 1997;Tillema 2000). Tillema (2000) shows that, since the 'reflective turn' in teacher education, the pendulum has swung towards reflective practice. Our approach to case-based teaching places emphasis on reflection.…”

“…Hargreaves (1994) indicates that, very often, even well-articulated ideas about teaching that are embedded in personal belief systems can be challenged and overruled by the conditions set by practice. This 'primacy of practice' (Tillema 2000) creates an imbalance that may hamper the development of personal theories. We are therefore of the opinion that case-based teaching holds affordances that should be utilised from the first year of pre-service teacher education.…”