| Título: |
Constructive alignment in teacher education : identifying contextually dependent student presage factors and associated learning outcomes Alignment in teacher education |
| Autores: | Redden, Krista Corinne. |
| Fecha: | 2005 |
| Publicador: | McGill University - MCGILL |
| Fuente: |
 |
| Tipo: | Electronic Thesis or Dissertation |
| Tema: |
Teachers -- Training of. Constructivism (Education) Learning. |
| Descripción: | A sequential exploratory design (Creswell, 2003) was used to measure how a social-constructivist oriented educational psychology course could move beyond the inert knowledge Mandl, Gruber, and Renkl (1996) reported to be the outcome of student teacher engagement with formal university courses. Biggs' 3P model (Biggs, & Moore, 1993) provided the framework for qualitatively categorizing 26 student teachers' (16 female, 10 male) conceptions of meaningful learning, and allocations of responsibility for learning. Categories were tested for independence and subsequently predicted learning outcomes as identified by Bloom's revised taxonomy (Anderson, & Krathwohl, 2001). All students held qualitative conceptions of learning. Participants who attributed responsibility to both the professor and students understood and applied course content more than those who attributed responsibility to either solely the professor or student on measures of understanding and application. Results lend support for Biggs' 3P model of classroom systems. |
| Idioma: | en |
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