Engaging the millennial first-year teacher education learner: A preliminary case study
Teaching practices grounded in constructivist learning theories run counter to the dominant highly structured and lecturer-controlled approaches to learning and teaching in which the lecturer transmits established, accumulated information for students to learn and reproduce, largely through one or t...
| Main Authors: | , |
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| Other Authors: | |
| Format: | Conference Paper |
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LAMS Foundation
2008
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| Online Access: | http://lams2008.lamsfoundation.org/refereed_papers.htm http://hdl.handle.net/20.500.11937/25546 |
| _version_ | 1848751739583332352 |
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| author | Dobozy, Eva Martin, Romana |
| author2 | Leanne Cameron |
| author_facet | Leanne Cameron Dobozy, Eva Martin, Romana |
| author_sort | Dobozy, Eva |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Teaching practices grounded in constructivist learning theories run counter to the dominant highly structured and lecturer-controlled approaches to learning and teaching in which the lecturer transmits established, accumulated information for students to learn and reproduce, largely through one or two hour lectures followed by practical tutorial exercises. Consequently, university lecturers interested in adopting constructivist approaches to university learning and teaching will have to successfully negotiate a set of challenges that have been described as conceptual, pedagogical, cultural, and political. In this paper, we briefly explore the principles of humanist learning and teaching as we understand them. This is followed by an illustration of our pedagogical responses to the needs of millennial first-year teacher education learners, many of whom demand to be active, hands-on, practical and supported by peers, tutors and lecturers on a ‘just-in-time’ basis. In particular, we report some preliminary findings from our LAMS pilot with first-year teacher education students. They confirm earlier observations that note that many first-year university students seem to possess the emotional maturity, cognitive and interpersonal skills necessary for student-centred technology-enhanced learning and teaching, but others do not. Finally, we discuss possible directions for better integrated learning environments that provide adequate support to millennial first-year teacher education students to enable their meaningful engagement and participation in online learning conversations with their peers. |
| first_indexed | 2025-11-14T07:57:31Z |
| format | Conference Paper |
| id | curtin-20.500.11937-25546 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T07:57:31Z |
| publishDate | 2008 |
| publisher | LAMS Foundation |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-255462022-11-21T06:47:06Z Engaging the millennial first-year teacher education learner: A preliminary case study Dobozy, Eva Martin, Romana Leanne Cameron James Dalziel self-managed learning humanist-constructivist learning first-year university students millennial learners teacher education Teaching practices grounded in constructivist learning theories run counter to the dominant highly structured and lecturer-controlled approaches to learning and teaching in which the lecturer transmits established, accumulated information for students to learn and reproduce, largely through one or two hour lectures followed by practical tutorial exercises. Consequently, university lecturers interested in adopting constructivist approaches to university learning and teaching will have to successfully negotiate a set of challenges that have been described as conceptual, pedagogical, cultural, and political. In this paper, we briefly explore the principles of humanist learning and teaching as we understand them. This is followed by an illustration of our pedagogical responses to the needs of millennial first-year teacher education learners, many of whom demand to be active, hands-on, practical and supported by peers, tutors and lecturers on a ‘just-in-time’ basis. In particular, we report some preliminary findings from our LAMS pilot with first-year teacher education students. They confirm earlier observations that note that many first-year university students seem to possess the emotional maturity, cognitive and interpersonal skills necessary for student-centred technology-enhanced learning and teaching, but others do not. Finally, we discuss possible directions for better integrated learning environments that provide adequate support to millennial first-year teacher education students to enable their meaningful engagement and participation in online learning conversations with their peers. 2008 Conference Paper http://hdl.handle.net/20.500.11937/25546 http://lams2008.lamsfoundation.org/refereed_papers.htm LAMS Foundation restricted |
| spellingShingle | self-managed learning humanist-constructivist learning first-year university students millennial learners teacher education Dobozy, Eva Martin, Romana Engaging the millennial first-year teacher education learner: A preliminary case study |
| title | Engaging the millennial first-year teacher education learner: A preliminary case study |
| title_full | Engaging the millennial first-year teacher education learner: A preliminary case study |
| title_fullStr | Engaging the millennial first-year teacher education learner: A preliminary case study |
| title_full_unstemmed | Engaging the millennial first-year teacher education learner: A preliminary case study |
| title_short | Engaging the millennial first-year teacher education learner: A preliminary case study |
| title_sort | engaging the millennial first-year teacher education learner: a preliminary case study |
| topic | self-managed learning humanist-constructivist learning first-year university students millennial learners teacher education |
| url | http://lams2008.lamsfoundation.org/refereed_papers.htm http://hdl.handle.net/20.500.11937/25546 |