Teacher educators’ practices with m-learning: A case study of ‘far transfer’ into schools of practices learned during preservice teacher education (2020)
Type of ContentConference Contributions - Published
PublisherAssociation for the Advancement of Computing in Education (AACE)
A.J. Davis (2017) coined the term ‘far transfer’ in learning as the ability to apply knowledge and skills to novel situations, rather than the knowledge and/or skill that was originally learned, but research evidence of the occurrence of ‘far transfer’ is hard to find. Despite that, the goal of teacher preparation is for student teachers to learn knowledge and skills applicable to their future classrooms and thus ‘far transfer’ is an important goal to achieve. Therefore, today, improving our understanding of how to achieve fruitful ‘far transfer’ of m-learning pedagogies from preservice teacher education into field-based teaching practice in schools is particularly valuable. This paper focuses on our unexpected discovery of the ‘far transfer’ of m-learning pedagogies of a teacher educator, within an overarching instrumental case study of the m-learning practices of eight teacher educators who taught in one or more programmes of preservice teacher education offered by an institution in Aotearoa New Zealand. We conclude that two way ‘far transfer’ is an essential process in Goodlad’s (1994) ‘simultaneous renewal’ of teacher education and schools.
CitationObonyo C, Davis N, Fickel L (2020). Teacher educators’ practices with m-learning: A case study of ‘far transfer’ into schools of practices learned during preservice teacher education. SITE Interactive 2020 Online Conference. 26/10/2020-28/10/2020. In E. Langran (Ed.), Proceedings of SITE Interactive 2020 Online Conference. 725-730.
This citation is automatically generated and may be unreliable. Use as a guide only.
Keywordsm-learning; teacher educators; preservice teachers; far transfer
ANZSRC Fields of Research39 - Education::3903 - Education systems::390307 - Teacher education and professional development of educators
39 - Education::3904 - Specialist studies in education::390405 - Educational technology and computing
RightsAll rights reserved unless otherwise stated
Showing items related by title, author, creator and subject.
Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning in a Teacher Education Programme Howard J; Scott A (2017)Abstract: Ongoing developments in e-learning, improved internet accessibility and increased digital citizenry provide exciting opportunities to integrate effective classroom pedagogies with online educational technologies, ...
Astall, C.; Cowan, J. (University of Canterbury. School of Teacher Education, 2016)Wikis have potential for facilitating learning in the online environment but studies have identified varying degrees of success. The implementation of a new learning management system at the university provided a context ...
The Importance of Community Knowledge in Learning to Teach: Foregrounding Māori Cultural Knowledge to Support Preservice Teachers' Development of Culturally Responsive Practice Fickel LH; Abbiss J; Brown E; Astall C (Informa UK Limited, 2018)© 2018 Taylor & Francis Group, LLC. Culturally responsive teaching is an essential component of reframing educator preparation for equity and has particular resonance when working in partnership with indigenous communities. ...