Towards Optimal Student Engagement in Teacher Education

Brady, Laurie

doi:10.14221/ajte.2004v29n2.3

Cited by 11 publications

(7 citation statements)

References 12 publications

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“…Social processes are a part of the learning process. Congruent with Vygotsky's (1978) perspective, learners need to engage in discourse/learning conversations if meaningful learning is to occur (Brady 2004).…”

Section: Constructivist Conception Of Teaching and Learningmentioning

confidence: 99%

“…While it is problematic to identify one model of teaching from the different strands of the constructivist view of learning, researchers' work (Bell and Gilbert 1996;Brady 2004;Mayer 2004) points to general interpretations of the constructivist conception of teaching in which teachers in school classrooms focus on students' learning instead of their own teaching and assume a facilitating role to engage students in cognitive processes. Teaching means responding to and interacting with learners' thinking.…”

Section: Constructivist Conception Of Teaching and Learningmentioning

confidence: 99%

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Professional learning in initial teacher education: vision in the constructivist conception of teaching and learning

Tang

Wong

Cheng

2012

Journal of Education for Teaching

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With the constructivist view of learning as a conceptual lens, this paper examines student teachers' professional learning in initial teacher education (ITE). A mixed-method study was conducted with student teachers of a Bachelor of Education Programme in Hong Kong. The quantitative element of the study reveals that student teachers held a constructivist conception of teaching and learning, and this conception was related to their learning experiences in different aspects of the ITE Programme, including the core components of the formal curriculum, informal and hidden curriculum, field experience and non-local experiences. The qualitative findings added further understanding of the dynamics and complexities of student teachers' development of the constructivist conception through learning in ITE coursework and fieldwork as well as their active construction of the professional artistry of teaching. Implications for enhancing student teachers' professional learning in ITE in support of the constructivist conception of teaching and learning are discussed.

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Section: Constructivist Conception Of Teaching and Learningmentioning

confidence: 99%

Section: Constructivist Conception Of Teaching and Learningmentioning

confidence: 99%

Professional learning in initial teacher education: vision in the constructivist conception of teaching and learning

Tang

Wong

Cheng

2012

Journal of Education for Teaching

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“…A recent change in approach to teaching and learning strategies has seen a rise in focus given to constructivism and active learning. These concepts are based on the tenet that effective learning occurs when the learner is actively involved in the construction of knowledge, as opposed to receiving knowledge from a third party (Brady, 2004 ). Various studies in the field of education advocate for the use of role-play as an active learning strategy (Brady & Skully, 2005 ; Clarke & Wales, 2005 ; Killen, 2006 ; Yehuda, 2006 ).…”

Section: Rationalementioning

confidence: 99%

Facilitating pragmatic skills through role-play in learners with language learning disability

Abdoola

Flack

Karrim

2017

SAJCD

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BackgroundRole-based learning involves the process whereby learners acquire skills, knowledge and understanding through the assumption of roles within real-life settings. Role-play holds potential as an effective learning strategy for children; however, there is limited research on the use of role-play as a therapy method within the field of speech-language pathology. Children with language learning disability (LLD) typically present with difficulties in social communication, which can negatively affect their social and academic achievement.AimThe aim of this study was to determine the effectiveness of role-play as a therapy approach targeting the pragmatic skills of stylistic variation and requesting for clarification in learners with LLD.MethodThe use of combined positivist and interpretivist paradigms allowed for the implementation of an embedded mixed methods design. An experimental pretest-posttest design was implemented. Eight participants, who were learners with a diagnosis of LLD, were purposefully selected. Data collection was conducted over five phases, utilising the Clinical Evaluation of Language Fundamentals (4th Ed.) Pragmatics Profile, discourse completion tasks, session plans and session records. Quantitative data were analysed using descriptive statistics and were supplemented by qualitative data from session records.ResultsResults revealed improvements in stylistic variation and requesting for clarification post role-play intervention, with minimal changes in the control group. Limitations of the study have been reported for consideration when interpreting results.ConclusionRole-play as a therapy approach targeting two pragmatic skills, stylistic variation and requesting for clarification, was found to be beneficial for learners with LLD. Recommendations for the implementation of role-play as a therapy approach were made.

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“…Preservice teachers gain teaching experience in the classroom during their teacher education, point they should establish the extent of that type of teaching and give students opportunities to construct knowledge by themselves (Marlowe & Page, 1998). Since social constructivists believe that knowledge is constructed internally through exchanging ideas among learners as well as by learners' own experiences, it is important for teachers to create an ideal environment for students in class (Brady, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…While constructivist teachers need more time to prepare a learning environment than traditional teachers, traditional teachers cover the learning subject in a shorter time than constructivist teachers (Slavin, 2006). Computers play a crucial role to help constructivist teachers create the kind of learning environment in which students are active during their learning (Brady, 2004;Fluck & Dowden, 2010).…”

Section: Introductionmentioning

confidence: 99%