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THEORY-GUIDED ANALYSIS, DESIGN, AND EVALUATION OF PROCESSES OF LEARNING AND INSTRUCTION – CONSEQUENCES FOR TEACHER EDUCATION

Gerhard Tulodziecki ; University of Paderborn, Faculty of Cultural Studies, Germany

Sažetak

This article deals with the issue of how to enable teacher
students to carry out high-quality teaching. Theory-guided analysis, design, and evaluation of the processes of learning and instruction are presented as appropriate methods to achieve corresponding competences. Theory-guided analysis is described as an approach by which teacher students consider the preconditions and aims of learning as well as learning and teaching activities in the light of development theory and theories of learning and teaching. With
this background, the processes of instruction can be evaluated and recommendations for improvement can be worked out. In theory-guided design of the processes of instruction, important features of teaching and learning should be derived from appropriate theories. Those features can be used as a basis for outlining processes of learning and instruction. A following evaluation should provide data by which the theoretical assumptions can be tested. In teacher
education, such an analysis, design, and evaluation can help teacher students experience important features of learning through their own activities. Moreover, the gap between theory and practice can be bridged in favour of a fruitful interaction, and research-oriented learning can be realized as a basis for high-quality teaching.

Ključne riječi

processes of learning and instruction; analysis; design and evaluation of research on teaching and learning; teacher education/teacher training; theory of human development; theory of learning

Hrčak ID:

28678

URI

https://hrcak.srce.hr/28678

Datum izdavanja:

25.6.2008.

Podaci na drugim jezicima: hrvatski njemački

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