Abstract
The scholarship of teaching and learning reflects the growing awareness that learning is not a free gift after we mastered a topic ourselves. This article reviews the last two decades in learning technology and innovative teacher education and leads you back to the essence of teaching: the relearning to learn. The Dutch tradition in math- and science-based learning is to see the student as a young researcher. The background question here is in how far the Vygotskian (Santiago-Delefosse, 2002) swivel between communication and cognitive development is a natural gift, or as the result of a careful orchestration. If it is the virtuosity of the teacher indeed then we face a huge gap to be bridged in teacher education; only few of them have the talent to 'play' with concepts in the domain. Its underlying question is in how far the instructional approach helps the mediocre teacher students. More in particular: will the instructional approach hamper the more successful students as they already have an articulate agenda and can learn in a more autonomous way.
| Original language | English |
|---|---|
| Pages (from-to) | 84-88 |
| Number of pages | 4 |
| Journal | International journal of continuing engineering education and life-long learning |
| Volume | 20 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2010 |
Keywords
- Teacher training
- Didactic ICT tools
- Communities of practice
- Media education
- Constructivism
- Societal effects
- Deschooling society
- Information technology
- Communications
- Learning technology