How and why learning theories are taught in current Dutch teacher education programs. Identifying a gap between paradigm and reality in teacher education

Erik Meij; Anneke Smits; Martijn Meeter

doi:10.1016/j.tate.2021.103537

How and why learning theories are taught in current Dutch teacher education programs. Identifying a gap between paradigm and reality in teacher education

Erik Meij^*, Anneke Smits, Martijn Meeter

^*Corresponding author for this work

Research output: Contribution to Journal › Article › Academic › peer-review

Abstract

A teacher should arguably know about learning theories (LTs) in order to make daily pedagogical decisions. However, little literature exists on the role of LTs in teacher education. Eight Dutch teacher educators were interviewed on LTs in their curriculum. LTs were unanimously considered important but huge variation was found in what and how LTs are taught. Several functions of LTs were mentioned, with underpinning of pedagogical decisions using LT considered to be the essence of higher education. However, respondents doubted whether this is ever achieved. This suggests an additional paradigm – reality gap in teacher education.

Original language	English
Article number	103537
Pages (from-to)	1-11
Number of pages	11
Journal	Teaching and Teacher Education
Volume	109
Early online date	25 Oct 2021
DOIs	https://doi.org/10.1016/j.tate.2021.103537
Publication status	Published - Jan 2022

Bibliographical note

Funding Information:
The research was funded by a doctoral grant for teachers from the Dutch Scientific Research Council (NWO) under number 023.014.028 . The authors thank the respondents in our study.

Publisher Copyright:
© 2021 The Authors

Funding

The research was funded by a doctoral grant for teachers from the Dutch Scientific Research Council (NWO) under number 023.014.028 . The authors thank the respondents in our study.

Keywords

Inductive learning
Learning theories
Teacher education
Theory-practice gap

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10.1016/j.tate.2021.103537

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abstract = "A teacher should arguably know about learning theories (LTs) in order to make daily pedagogical decisions. However, little literature exists on the role of LTs in teacher education. Eight Dutch teacher educators were interviewed on LTs in their curriculum. LTs were unanimously considered important but huge variation was found in what and how LTs are taught. Several functions of LTs were mentioned, with underpinning of pedagogical decisions using LT considered to be the essence of higher education. However, respondents doubted whether this is ever achieved. This suggests an additional paradigm – reality gap in teacher education.",

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How and why learning theories are taught in current Dutch teacher education programs. Identifying a gap between paradigm and reality in teacher education

Abstract

Bibliographical note

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Keywords

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