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microLESSONS in teacher education: Examining pre-service teachers’ pedagogical beliefs
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Computers & Education Volume 48, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

It is a challenge for teacher educators to shift pre-service teachers away from traditional pedagogical beliefs towards constructivist ones. At the National Institute of Education in Singapore, microLESSONS is introduced into the instructional technology course of the teacher education program to provide pre-service teachers with opportunities to adopt constructivist instructional approaches towards the design of multimedia learning packages. Based on a class of pre-service teachers in the Diploma in Education program, this paper examines how participation in the microLESSONS series changes pre-service teachers’ pedagogical beliefs. Although the study shows that the beliefs of pre-service teachers are resistant to change and are unlikely to be affected by a short, one-off constructivist-based practical experience provided by the microLESSONS series, the series may have enhanced their confidence in designing and developing multimedia learning packages based on constructivist principles. The series has also given them a better understanding of the diverse use of technology for enhancing teaching and learning.

Citation

Lim, C.P. & Chan, B.C. (2007). microLESSONS in teacher education: Examining pre-service teachers’ pedagogical beliefs. Computers & Education, 48(3), 474-494. Elsevier Ltd. Retrieved November 21, 2019 from .

This record was imported from Computers & Education on April 18, 2013. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ747153

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