Teaching and teacher education, 2010, Vol.26 (1), p.98-106
2010
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Details
- Autor(en) / Beteiligte
- Titel
- Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning
- Ist Teil von
- Teaching and teacher education, 2010, Vol.26 (1), p.98-106
- Ort / Verlag
- Elsevier Ltd
- Erscheinungsjahr
- 2010
- Quelle
- Applied Social Sciences Index & Abstracts (ASSIA)
- Beschreibungen/Notizen
- Lave and Wenger have greatly influenced existing views of learning and teaching, but relatively little has been written about the implications for the understanding of teacher behavior and teacher learning, and for the pedagogy of teacher education. Based on their work, a three-level model of learning is used to analyze the friction between teacher behavior in practice and the wish to ground teachers' practices in theory. Supported by empirical data on teacher learning and brain research, this model reconciles the situated learning perspective with traditional cognitive theory, and leads to concrete implications for the pedagogy of teacher education.
- Sprache
- Englisch
- Identifikatoren
- ISSN: 0742-051XeISSN: 1879-2480DOI: 10.1016/j.tate.2009.05.001Titel-ID: cdi_proquest_miscellaneous_57352333
- Format
- –
- Schlagworte
- Attitudes, Brain, Cognitive theories, Constructivism (Learning), Educational Environment, Educational Research, Educational Theories, Epistemology, Instruction, Knowledge Base for Teaching, Learning, Learning Theories, Professional Development, Professional training, Situated learning, Teacher Behavior, Teacher education, Teacher Education Curriculum, Teacher Education Programs, Teacher learning, Teaching, Teaching Methods, Theory Practice Relationship, Transfer of knowledge