Exploring student learning approaches on an initial teacher education programme: A comparison of mature learners and direct entry third-level students |
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| Institution: | 1. IRINSTITUTES, Dover, DE, USA;2. UCD, Ireland;1. University of Wisconsin-Madison, 1000 Bascom Mall, Madison, WI, 53706, USA;2. University of Washington, 2012 Skagit Lane, Miller Hall Box 353600, USA;3. Winona State University, Gildemeister Hall 221, P.O. Box 5838, 175 W. Mark Street, Winona, MN, 55987, USA;1. Bucknell University, 701 Moore Avenue, Lewisburg, PA 17837, United States;2. North Carolina State University, College of Education, 208 Poe Hall, 2310 Stinson Drive, Raleigh, NC 27695, United States;3. Winston-Salem State University, Mathematics Department, 601 S. Martin Luther King Jr. Drive, Winston-Salem, NC 27110, United States;4. Horizon Research, Inc., 326 Cloister Court, Chapel Hill, NC 27514, United States |
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| Abstract: | This article compares the learning approaches of students on an initial teacher education programme. Using a mixed method approach, the study examines differences between mature learners and direct entry students, across the domains of deep, strategic and surface learning approaches. Following the quantitative phase, group interviews were conducted to gain additional insights into the factors, which impacted learning approach. Significant differences were evident between both cohorts. The key categories that contributed to learning approach included; motivation to learn, collaborative and competitive learning, prior educational experiences and school placement. The findings provide insights into the diversity of student cohorts. |
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| Keywords: | Mature learner Direct entry Learning approaches Initial teacher education |
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