Using the Nuthall lens on learning to sharpen perceptions of teacher education practice |
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| Institution: | 1. Federal University of São Carlos, Department of Physiotherapy, Rod Washington Luis Km 235, São Carlos 13565-905, Brazil;2. Federal University of São Paulo, Department of Bioscience, Av. Ana Costa 95, Santos 11050-240, Brazil;3. Federal University of São Carlos, Department of Genetics and Evolution, Rod Washington Luis Km 235, São Carlos 13565-905, Brazil;4. University of São Paulo, School of Pharmaceutical Sciences of Ribeirão Preto, Department of Clinical Analysis, Toxicological and Bromatological, Av. do Café 95, Ribeirão Preto, Brazil, 14049-900, Brazil;5. State University of Campinas, Department of Genetics and Evolution, Cidade Universitária Zeferino Vaz, Campinas 13083-970, Brazil;6. Brazilian National Center for Research in Energy and Materials, Brazilian Biosciences National Laboratory, Giuseppe Máximo Scolfaro 10.000, Campinas 13083-970, Brazil |
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| Abstract: | In this article I consider what teacher educators might learn about our own teaching practice from Nuthall's work on learning in elementary school classrooms. Using key ideas from Nuthall's theory of student learning applied to data from two prior studies of my own teacher education practice, I illustrate how his work might provide a productive way for teacher educators to analyze and critique the tasks they use to promote the learning of prospective teachers. |
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