Student teacher challenges: Using the Cognitive Load Theory as an explanatory lens

• In Event: Poster Session 10
  In Poster Session: Innovations in Field Experiences

Abstract

This study examined how pre-service teachers allocated their mental effort throughout a 14-week student teaching experience. A Cognitive Load self-report questionnaire and semi-structured interviews were used as measures. Sixteen participants completed the self-report questionnaire and were interviewed at two points during students teaching. Quantitative analyses revealed that the student teachers reported significantly decreased mental effort related to monitoring students’ level of attention, meeting the needs of diverse learners, and managing internal and external distractions. Qualitative analysis revealed three themes: (1) Student teachers became aware of their own limited cognitive resources; (2) Lesson planning continued to impose cognitive load throughout both placements; (3) Cognitive overload may limit student teachers’ ability to make modifications during teaching.

Authors

• Daniel Charles Moos, Gustavus Adolphus College

• Debra Eckerman Pitton, Gustavus Adolphus College