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Strategies to Facilitate Preservice Teachers' Active Involvement in Learning

College of Education, University of Hawaii at Manoa, 1776 University Avenue, WA 2-128, Honolulu, HI 96822, sileo{at}bawaii.edu

Mary Anne Prater

John L. Luckner

Barbara Rhine

Harvey A. Rude

Research in the fields of education and psychology supports the movement toward students' active engagement in their learning. Learners at all levels, but particularly at the college level, receive augmented benefits from increased involvement in their acquisition of new knowledge and skills. This is particularly critical for teacher education candidates who are preparing for careers as educators. The purpose of this article is to discuss various learning strategies that foster preservice teachers' active participation in learning. We present a learning continuum that considers simulated, spectator, exploratory, analytic, and generative experiences. Specific approaches that are described within this continuum include role playing, service learning, and journal writing activities as well as videotape lessons with peer-assisted reflection and field-centered teacher education. We also offer a series of instructional strategies applicable to university classrooms that include a range of action methods such as icebreaker, continuum, storyboarding, and cooperative learning activities, among others.

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 21, No. 3, 187-204 (1998)
DOI: 10.1177/088840649802100304


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