Learning from Practice in Teacher Education: processes and interventions

Abstract

This article describes the relationship between behaviour and cognitive processes in learning from practice in teacher education. Building on the existing body of literature, we propose a model describing learning processes in student teaching and related interventions of teacher educators. This model can be characterized by means of the following statements:

a.	There are three categories of cyclical processes that can take place in student teaching: (1) behaving, (2) learning, and (3) learning to learn.
b.	There is a close relationship between these three categories: learning to learn (3) results in a change in the learning orientations that direct learning (2), which in turn leads to a change in behavioural orientations that direct behaviour (1).
c.	Each of the three categories can be of a reflective and a non‐reflective character, resulting in six interrelated cyclical processes.
d.	There are a limited number of generic teacher educator interventions, which can be keyed to each of the cyclical processes.