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Assimilating innovative learning/teaching approaches into teacher education: Why is it so difficult? (English)
Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part IV, 185-192 (2005).
Summary: Research shows that most training programs aimed at qualifying pre-service teachers (PST) have a slight influence on their beliefs regarding learning and teaching. In order to understand the reasons of this phenomenon we asked our PST to write a portfolio while experiencing learning via a computerized-project-based-learning (CPBL) approach. Analysis of the PST’s portfolio raised two main possible reasons for the stagnation of their beliefs: a lack of sufficient success in achieving expected goals, and an inadequate synchronization between the experience of innovative approaches and their implementation. In this paper we present a case study of one of our PST written reflections , in which those two issues are addressed.
Classification: C29 B53 D49 A69
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