<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><p>General studies in Educational Science and Psychology provide for many subject teacher students their first contact with pedagogy. The experiences may influence students' desire to pursue teacher education studies and to continue in the profession after graduation. The aim of the study was to analyse how students perceive intentionality, contextuality, constructivism, collaboration, feedback, and transfer of knowledge. Further, the university teachers' intentions for creating a meaningful learning experience for their students were analysed. 341 student and nine teacher responses were collected. Contextuality was the most highly rated feature indicating that the presentation of the theoretical content and practical application is well balanced, but there is a need to develop practices of providing feedback on the students' learning and progress. It is vital that the general studies in Educational Science and Psychology provide students with meaningful experiences, which they can relate to past knowledge and future professional application. In order to support students' development into professionals who recognise their responsibility to promote sustainable development and life-long learning, initial teacher education needs to provide students with a sense of meaning and continuity.</p></abstract>

General studies in Educational Science and Psychology provide for many subject teacher students their first contact with pedagogy. The experiences may influence students' desire to pursue teacher education studies and to continue in the profession after graduation. The aim of the study was to analyse how students perceive intentionality, contextuality, constructivism, collaboration, feedback, and transfer of knowledge. Further, the university teachers' intentions for creating a meaningful learning experience for their students were analysed. 341 student and nine teacher responses were collected. Contextuality was the most highly rated feature indicating that the presentation of the theoretical content and practical application is well balanced, but there is a need to develop practices of providing feedback on the students' learning and progress. It is vital that the general studies in Educational Science and Psychology provide students with meaningful experiences, which they can relate to past knowledge and future professional application. In order to support students' development into professionals who recognise their responsibility to promote sustainable development and life-long learning, initial teacher education needs to provide students with a sense of meaning and continuity.

Student Teachers' Experiences of Their Studies in Educational Science and Psychology

Journal of Teacher Education for Sustainability

General studies in Educational Science and Psychology provide for many subject teacher students their first contact with pedagogy. The experiences may...

Student Teachers' Experiences of Their Studies in Educational Science and Psychology

Data publikacji: 04 maj 2009

Zakres stron: 56 - 67

DOI: https://doi.org/10.2478/v10099-009-0025-2

Słowa kluczowe
teacher education, constructive learning theory, meaningful learning

This content is open access.

Student Teachers' Experiences of Their Studies in Educational Science and Psychology

Data publikacji: 04 maj 2009

Zakres stron: 56 - 67

DOI: https://doi.org/10.2478/v10099-009-0025-2

Słowa kluczoweteacher education, constructive learning theory, meaningful learning

This content is open access.

Słowa kluczowe
teacher education, constructive learning theory, meaningful learning