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EDRS688: 2: Literature review (Cheng, Tang & Cheng, (2014).…

- - - - Object of study as a complex system, like swimming. Not a theory of learning.
        Set of explanatory concepts or a theory of learning.
        Cannot be reduced to discrete parts
      - How does it relate to learning?
        It does not see the various mechanical components in swimming as individual parts, such as strokes, swimming it relates to the whole approach to swimming, involving an engagement of all the senses, such as mind, body, sensations emotions and connections with the water.
        
        This, can be related to the classroom through the set up and aesthetics of the learning space -this needs to form part of my research question.
        
        Dewey supports this (1934, p. 246) supports this, in that the environment cannot be separated from experience and learning as the subject needs to be able to interact with its environment.
        
        The main ideas: Adapation, whole person within a complex process inseparable from their environment (physical and sociocultural)
        Social Interaction: Knowledge is a product of social interaction and collective knowledge.
        Interpretation: Involving the learner drawing on prior experiences to make sense of learning experiences.
        Learning is a process of interpretation of external knowledge and as such as no pre-given external reality.
        
        Learning is a social experience, including individual participation in the larger social environment.
        Body and mind should not be indivisible in the learning process. Bordieu (1986) body, practice and embodiment.
        Lave and Wenger (1991) communities of practice, situated and legitimate peripheral learning.
        
        The study: Drills, using inquiry based learner centered pedagogy
        
        approach develops learners capacity and inclination to interpret and work through what the instructor tells them, reflect, and become an independent learner.
        
        Positive learning environment, encouraging enjoyment of learning and learning how to learn.
        
        The teaching technique is a guided discovery rather than open ended problem solving, but is more complex because the student interprets the instruction through developing their technique through experience.
        
        The study is only using two examples and bases the argument on anecdotal evidence, rather than an action research/quanti/quali perspective. No real research question.
- - - - Teacher efficacy is a big part, linking to the other paper.
        
        By better understanding
        and addressing what students believe, know and do not know, teacher educators
        more effectively can move preservice towards more learner-centred beliefs. However,
        more research is needed.
        
        Greater self efficacy may lead to changing teacher behaviour, such as encouraging learner-centred practices
        
        Develop an understanding of pre-service teacher concerns to address prior to classroom teaching as a way of resolving learner-centred concerns.
        
        An increase in efficacy increased pre-service teacher's learner centred beliefs.
        
        Addressing the concerns is an unexplored area.
      - Teacher educators need to foster the development of learner centred beliefs as part of their programmes of pre-service teacher education.
- - - - The gap from my experience: how do I relate my experience with the teacher education programme with what this article says? refer it based on my personal experience or support with addtional literature.
- - - - This study incorporates the 14 learner centred principles from the APA (1997) is a shift from teacher-centred to student centred classrooms. These are recommended because of the positive impact on student learning.
      - Pre-service teachers believe that teaching is about imparting knowledge, based on their believes.
        
        Beliefs are the issue behind pre-service teachers resistance to learner centred education.
        Teacher educators need to address this through their programmes.
        
        Teacher efficacy is an influencer in choosing learner based activities, which can be remedied as efficacy can be taught (Burton, et. al., 2005).
        
        Teacher concerns are important in PST programmes and need to be addressed by teacher educators, reducing PST concerns in their approach to learner centred education.
- - - - The "gap" is the literature refers to as the gap between what happens in a university vs. within a school.
    - - Role of student teacher is to to be an alert student of education, so the pre-service teacher learns to learn.
        
        The programme does not serve the pst to know how to teach at the start of their career.
    - - The researchers justified their choice of study: ability to examine in depth, in a real life context.
      - Used course related materials, to get an understanding of the philosophy and principles.
        interviews held with leaders within the programme.
        questionnaires held with candidates.
        focus group with 8 teacher candidates it is unclear how this focus group was selected in order to gain a large cross-section of the population.
        
        Visits took place twice over one year, data collected over one week in both visits. would a third or fourth visit during the year have provided different results?
      - Three authors triangulated to verify the data. study approved by ethics review board of the author's universities and case study site. One of the authors coded and was verified by the other two. All agreed on the categories to allow for different lines of evidence.
        used constant comparison. no mention of member validation.
    - - Simulated practices of what occurs within the profession already.
        Planning a lesson in a teaching method course is different to planning a lession with children. does not allow for contextual learning - criticism of the programme, not the study.
      - Collaboration between other institutions and schools is a key factor.
      - Teacher educators must constantly reflect on how teacher candidates are constructing their understanding of teaching and theory-practice relationships, meaning there is a missing link between university programmes and practical requirements of teaching.
      - theory-practice continues to be a challenge in terms of how teacher educators can support teacher candidates.
- - - - Theme from study: Theme 1: Learning needs/characteristics of
        highly able students
        Most
        teachers were aware students were fast or rapid
        learners (10) and that they were advanced
        conceptual learners (9) as well as being
        interested in learning (8). Students "understand" and can "operate at a deeper level".
      - Theme 2: Teacher responses to learning
        needs of highly able students
        Providing challenging learning experiences.
      - Specify teaching strategies for highly able students. investigation, deeper open-ended questions
        and inquiry-based learning”, “Use openended
        tasks, be flexible, tap into student
        interests and differentiate curriculum using
        advanced concepts”, “go for the big ideas,
        use inquiry based-learning individual project
        work and IT to extend the students’
        learning”. “Knowledge of information
        technology”
      - Theme 4: Fostering student engagement
        -Engage with relevance. Teacher's role is to invite them in to the learning experience.
        
        ZPD and pitch just higher than that for these students.
        
        Give choices to students if they are disengaged.
      - Theme 5 - teacher qualities:
        passion, good communicator, extensive knowledge of subject area, be flexible, be confident in saying you don't know, let's research that together. Have a sense of humour,
      - Theme 6 - Teachers and the school must match. Teachers are motivated to teach at the school. Challenged and large workload.
    - - This meant that conclusions could be drawn in attitude shifts from teaching g/t students over the course of a year.
        
        Literature requires a positive attitude to be successful with g/t students.
- - - - Learner centred learning environments enhance knowledge construction.
        
        This is a means of catering for diverse learners.
        
        Categorised by the authors: (1) stimulating knowledge
        construction, (2) considering the teacher as a facilitator and coach of the learning process,
        (3) implementing cooperative work, (4) using authentic assignments and (5) embedding
        opportunities for self-regulated learning.
        
        The teacher's role changes along with this.
    - - 5 point Likert scale, 5 being a large extent, 1 not at all.
      - Student teachers prefer teacher direction was most preferred with preferences to knowledge construction and co-operative learning. Passive learning was least popular.
      - Students scored highly on the deep approach to learning.
      - Students preferred knowledge construction and co-operative learning.
      - Ironically, student teachers preferred teacher direction. Students prefer this because it is what they are used to.
      - Guided instruction was found to be more effective than unguided.
        
        Inexperienced students should be given more support at the start of student centred learning experiences.
        
        When knowledge increases, the role of the teacher can be diminished.
        
        Students develop deep learning
        
        approaches to learning and their instructional preferences by measuring
        several student-centred and teacher-centred features directly.
        
        Nevertheless, students also have a
        preference for knowledge construction and cooperative learning, which shows that they are
        willing to embrace student-centred learning environments. The question is not ‘or’ but
        ‘how to combine’ different instructional settings.
        
        Discussed limitations in their research of only first and second year pre-service teachers. They acknowledged it would provide richer research if third year students were included.