This qualitative study explored how nine graduate-level pre-service teacher candidates constructed meaning around the formal learning theories they encountered in a teacher education program. Two main themes emerged from coursework-document analysis and extensive interview transcript analysis. First, participants comfortably manipulated time-tested learning theories by merging components of multiple theories together. Second, participants held learning theories to be malleable as the theories are founded upon the “soft science” of psychology – a discipline each participant felt was open to human interpretation. Interestingly,each participant held theories from “hard” scientific fields to be beyond critique. Implications for teacher education will be shared.
|Keywords:||Preservice Teacher Education, Learning Theory, Constructivism|
Assistant Professor, Teacher Leadership, Roosevelt University, Chicago, Illinois, USA
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