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    Creating the need to access peer knowledge: Changing the learning culture in teacher education through learning design

    190623_75810_72787.pdf (170.2Kb)
    Access Status
    Open access
    Authors
    Dobozy, Eva
    Date
    2012
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Dobozy, Eva. 2012. Creating the need to access peer knowledge: Changing the learning culture in teacher education through learning design. e-Journal of Business Education & Scholarship of Teaching. 6 (1): pp. 14-32.
    Source Title
    e-Journal of Business Education & Scholarship of Teaching
    Additional URLs
    http://www.ejbest.org/upload/eJBEST_Dobozy_2012_1a.pdf
    ISSN
    1835-9132
    Remarks

    This article is published under the Open Access publishing model and distributed under the terms of the Creative Commons Attribution License http://creativecommons.org/licenses/by/3.0/. Please refer to the licence to obtain terms for any further reuse or distribution of this work.

    URI
    http://hdl.handle.net/20.500.11937/30930
    Collection
    • Curtin Research Publications
    Abstract

    Over the years, traditional teacher-centric and content driven teaching explanations in textbooks and unit outlines have been infused with studentcentric pedagogical descriptors. How these rhetorical changes have affected teaching and learning habits in teacher education is what is under investigation in this paper. The findings of this exploratory study suggest that learning design can enable greater peer collaboration and interaction. However, the increased interaction does not necessarily equate to deeper processing of information. The conclusion is reached that unless the value-added nature of increased peer interaction and collaborative inquiry is better understood by teacher educators and student teachers; it is unlikely that habitual learning behaviours will change.

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