Pre-Service Teachers’ Manipulations of Formal Learning Theories

By Daniel White.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

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

The International Journal of Learning, Volume 16, Issue 9, pp.761-774. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.239MB).

Dr. Daniel White

Assistant Professor, Teacher Leadership, Roosevelt University, Chicago, Illinois, USA

Daniel White holds a Ph.D. in Cultural Foundations of Education. He is the director of Roosevelt University’s Master of Arts for Teacher Leadership Program. He contributes to the development of school and district-based leaders within Roosevelt University’s Educational Leadership department. His research interests include learner-centered teacher education, how teachers make sense of “naturalized” learning structures, and perspectives on educational leader internships.


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