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Much of the recent research into learning in immersive virtual worlds (IVWs) centres around games and gaming and is largely underpinned by cognitive learning theories that focus on linearity, problem-solving and the importance of attaining the ‘right answer’ or game plan. In this paper I will suggest that learning and researching in immersive worlds seems to result in a sense of multiple identities...
As teacher educators, we are responsible for the preparation and growth of prospective teacher candidates and contribute greatly to their effectiveness and success as future practitioners. In the past two decades, there has been an increasing interest in the development of teacher and professional identities, with studies conducted across levels of experience. The development of a teaching identity,...
In recent times, the distinction between traditional Professional Development (PD) and Professional Learning (PL) is becoming increasingly apparent. The shift associated with the intent and the language between PD and PL is evident in the report by Wei et al. (2009). The distinction between PD and PL is also captured by Mockler (2005) who characterized PD as something delivered in a ‘spray-on’ manner...
Developing the teachers’ pedagogical studiesi at The University of Lapland in Finland, has been based on the students’ evaluation and feedback on the study program over the course of several years (2004-2007; N=113). According to students’ interviews, interdisciplinarity is a remarkable challenge to the construction of teacher identity, and it has a strong effect regarding expectations for the studies...
In the Project for Enhancing Effective Learning (PEEL) teachers have been working at promoting metacognition for 25 years in a collaborative action research project. A group of PEEL teachers has recently taken metacognition a step further by developing new ways of making explicit sense of teaching and learning. They have systematically built, with their students, a shared language for learning and...
At the University of Helsinki teacher education the network of teaching practice schools has become an important part of teacher education for both educational and societal reasons. The network guarantees a diversity of teaching practice experiences and therefore extensively prepares students to work as professionals. The fact that some municipal schools offer teaching practice is a prime example...
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