Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/13450
Title: When Learning is LEARnT: Understanding relationships between prior Learning, Efficacy and Action, Reflection and Theory making in Bachelor of Education (Primary) intern teacher learning
Contributor(s): Jones, Marguerite Ann (author)orcid ; Graham, Lorraine (supervisor); Maxwell, Thomas W (supervisor); Parkes, Mitchell  (supervisor)orcid 
Conferred Date: 2013
Copyright Date: 2012
Open Access: Yes
Handle Link: https://hdl.handle.net/1959.11/13450
Abstract: This research investigated the nature of intern teacher learning during the final ten-week internship of a Bachelor of Education (Primary) - BEd - degree. Its key purposes were to understand BEd intern teachers' learning, and to test the researcher-developed LEARnT theoretical framework. This framework is a synthesis of key aspects of Mezirow's transformative learning, Korthagen's core reflection, and Bandura's conceptualisation of self-efficacy belief. ... The research-informed iteration of LEARnT provides an original and significant contribution to the body of knowledge in understanding the nature of learning and more specifically teacher education student and intern teacher learning. This contribution has implications for dialogue, design and delivery of university- and school-based teacher education.
Publication Type: Thesis Doctoral
Field of Research Codes: 130103 Higher Education
Rights Statement: Copyright 2012 - Marguerite Ann Jones
HERDC Category Description: T2 Thesis - Doctorate by Research
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