Getting Active! Teacher Candidates’ Perceptions of Active learning Tasks and Classroom Design on Their Practice

• In Event: AERA Roundtable Session Saturday 7:45 am - Gold 3
  In Roundtable Session: Active Learning and Technology Integration in Preservice Education: Developing Competencies for Future Classrooms

Abstract

This study explored teacher candidates’ (TC’s) perceptions of the impact of active-learning tasks and an active learning lab (ALL) on their understanding of active learning and their ability to implement it in their practice. The study took place during a nine-month teacher education math methods course, in a classroom designed to support active learning. Using a case-study approach, we interviewed five TCs. The TCs found that the classroom design and active learning tasks, deepened their understanding of active learning. TCs noted that the instructor-led debriefing of the tasks facilitated implementation in their practice. This study builds on research related teacher preparation programs and suggests teaching strategies and classroom design to support the understanding of active learning.

Authors

• Cathy Marks Krpan, University of Toronto - OISE

• Sonya Ho, University of Toronto - OISE