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dc.contributor.authorDobozy, Eva
dc.date.accessioned2017-01-30T13:22:19Z
dc.date.available2017-01-30T13:22:19Z
dc.date.created2013-03-21T20:01:00Z
dc.date.issued2012
dc.identifier.citationDobozy, 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/30930
dc.description.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.

dc.publishere-JBEST
dc.relation.urihttp://www.ejbest.org/upload/eJBEST_Dobozy_2012_1a.pdf
dc.titleCreating the need to access peer knowledge: Changing the learning culture in teacher education through learning design
dc.typeJournal Article
dcterms.source.volume6
dcterms.source.number1
dcterms.source.startPage14
dcterms.source.endPage32
dcterms.source.issn1835-9132
dcterms.source.titlee-Journal of Business Education & Scholarship of Teaching
curtin.note

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.

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curtin.accessStatusOpen access


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