Student teachers’ learning patterns in school-based teacher education programmes: the influence of person, context and time

In the past decade, evidence has been growing that student teachers’ learning patterns are more diverse than what previous student learning models regarding academic learning were able to capture (e.g., Cassidy 2004; Lonka et al. 2004; Vermunt and Vermetten 2004). Many of these former student learning models have neglected the fact that many students in diverse higher education contexts not only learn by studying course materials but also learn, for instance, through experiential learning when involved in internships or practice placements – for example, in teacher education