Learning and Pedagogy in Initial Teacher Preparation

Whitcomb, Jennifer A.

doi:10.1002/0471264385.wei0721

Cited by 11 publications

(5 citation statements)

References 53 publications

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“…However, the question is, 'do they apply the knowledge, theories and innovative models of teaching or learning that they have acquired through ECE training?' Research shows that professional training often has little effect on their firmly held beliefs and conceptions about teaching (Finson, Thomas & Pedersen 2006;Korthagen, Loughran & Russel 2006;Pajares 1992;Whitcomb 2003;Wideen, Mayer-Smith & Moon 1998). It is also the case that teachers who complete a science teacher training programme aimed at reform-minded instruction never implement what they have learnt in the classroom, but continue with their earlier classroom practices (Abell et al 2009).…”

Section: Professional Early Childhood Education Teacher Training Programmesmentioning

confidence: 99%

Specialised education makes a difference in preschool teachers’ knowledge bases in the teaching of mathematics and science: A case of Botswana and Sweden

Bose

Bäckman

2020

SAJCE

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Background: Education in mathematics and science is important at all school levels and should ideally start in the preschool, which implies that preschool teachers should have an adequate knowledge base in these subjects.Aim: This study aimed to investigate preschool teachers’ knowledge bases, including their subject matter knowledge (SMK) and pedagogical content knowledge (PCK) in mathematics and science.Setting: The study presents an account of preschool teachers’ knowledge bases in mathematics and science in Botswana and Sweden and how they influence their teaching choices and strategies.Methods: A pragmatic paradigm with a survey design and a mixed-methods mode with quantitative and qualitative approaches was used. Using a purposive sampling procedure, 64 preschool teachers from Botswana and 67 from Sweden participated in the study. Questionnaires and observation schedules were used to collect the data.Results: The findings showed that the Swedish preschool teachers had SMK and PCK in the two subjects. The Botswana teachers had SMK but lacked PCK. The early childhood educated preschool teachers from Sweden with developed PCK highlighted the daily routine situations as teaching or learning situations, whereas the primary school teachers from Botswana had SMK but found it difficult to teach at the preschool level.Conclusion: The preschool teachers’ knowledge bases included a play-based approach and knowledge about didactic considerations in spontaneous situations that made them teachable. The findings also showed the importance of a framework for specialised and professional early childhood education (ECE) training and acquiring SMK and PCK that contributed to the preschool teachers’ knowledge bases and practices in their teaching of mathematics and science. Early childhood education teachers’ educational experiences, their specialised and professional training profiles and the knowledge they acquired determined their knowledge bases and the SMK and PCK that minimised the constraints and challenges faced by them in the teaching of mathematics and science in ECE classrooms.

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Section: Professional Early Childhood Education Teacher Training Programmesmentioning

confidence: 99%

Specialised education makes a difference in preschool teachers’ knowledge bases in the teaching of mathematics and science: A case of Botswana and Sweden

Bose

Bäckman

2020

SAJCE

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“…Similar recommendations recently have been offered by many other scholars (cf. Borko, 2004;Cochran-Smith & Fries, 2005;Shavelson & Towne, 2002;Sleeter, 2001;Whitcomb, 2003;Wilson, Floden, & Ferrini-Mundy, 2001;Zeichner, 2005). Nonetheless, they bear repeating, as they are essential to ensure that practitioners and policymakers turn to research for guidance as they attempt to address the numerous and complex challenges that face teacher education today.…”

Section: Challenges and Opportunities For Established Emerging And Blurred Genresmentioning

confidence: 99%

Genres of Empirical Research in Teacher Education

Borko

Liston

Whitcomb

2007

Journal of Teacher Education

Self Cite

160

123

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“…In terms of defining our educational practice, there are three threshold learning theories: behaviorism, cognitivism, and constructivism. These theories are often discussed in opposition regarding how they define learning processes, as they present a shift from a receptive-accrual view of learning to a cognitive-situated view (Whitcomb, 2003).…”

Section: Theories On Learning (And Teaching)mentioning

confidence: 99%

Untitled

2023

JDS

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Especially in the last two decades, there has been a call for change in design studio education. Today, a growing body of unconventional studio teaching approaches is challenging the traditional design studio setting. Given the central role of the instructor in the design studio, each instructor adopts an approach according to their disposition on design and architecture, as well as to their view on education, and to some extent, they reflect their view in the design of their studio course. This also enables students to explore different approaches to design and architecture while exposing them to different pedagogical positions. This scenario, viewed from the students' perspectives, raises two intriguing questions concerning studio education and the range of studio environments: (1) What is the range of studio teaching approaches embodied in design studios? ( 2) In what dimensions do they differ regarding students' learning experiences? This paper is a phenomenographic research aiming to map the range of current studio environments from a pedagogical standpoint through students' conceptions. For this purpose, we interviewed ten graduates from three architectural schools about their studio experiences. Through a phenomenographic analysis, we elicited four qualitatively different conceptions of studio environments. Further cross-category analysis revealed that the conceptions varied in several dimensional themes. The results provide insight from the student's perspective on how studio environments are experienced. This information may contribute to our understanding of the studio environment, its underlying pedagogy, and how students experience learning.

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Learning and Pedagogy in Initial Teacher Preparation

Cited by 11 publications

References 53 publications

Specialised education makes a difference in preschool teachers’ knowledge bases in the teaching of mathematics and science: A case of Botswana and Sweden

Specialised education makes a difference in preschool teachers’ knowledge bases in the teaching of mathematics and science: A case of Botswana and Sweden

Genres of Empirical Research in Teacher Education

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