Barriers to Developing Active Learning Pedagogy in Teacher Candidates: The Role of Teacher Education Programs

• In Event: Fairmont Roundtable Session Eleven
  In Roundtable Session: Preparing Future Teachers to Teach in Diverse Contexts (Table 1)

Abstract

We examined active learning pedagogy by four teacher educators at an Eastern Canadian university. The teacher educators, including a leader of the education program, participated in semi-structured interviews, and were asked to describe their use of active learning pedagogy, how they became active learning teachers, their impression of active learning pedagogy use in the program, and their perceptions of the difficulties teacher candidates encounter when attempting active learning pedagogy. Interviews were inductively analyzed to produce four case studies which were interpreted through the theoretical lenses of Engeström’s model of activity theory and Chi’s model of ontological commitments. Results support active learning pedagogy development at different periods of educational experience. However, this active learning pedagogy required a supportive environment to flourish.

Authors

• Garrick Burron, University of Toronto
  Presenting Author

• James D. Slotta, University of Toronto
  Non-Presenting Author