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Learning to learn and learning to teach — Introduction to studies in higher education

Journal article
Authors Karin I Kjellgren
Graham D Hendry
John Hultberg
Kaety Plos
Martin Rydmark
Gunnar Tobin
Roger Säljö
Published in Medical Teacher
Volume 30
Issue 8
Pages 239-245
ISSN 0142159X
Publication year 2008
Published at The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS)
Institute of Neuroscience and Physiology, Department of Audiology, Logopedics, Occupational Therapy & Physiotherapy
Institute of Neuroscience and Physiology, Department of Pharmacology
Institute of Health and Care Sciences
Institute of Biomedicine, Department of Medical Biochemistry and Cell Biology
Pages 239-245
Language en
Links dx.doi.org/10.1080/0142159080225889...
Subject categories Pedagogy

Abstract

Background: How students are introduced to their studies will affect the quality of learning. This project deals with tools for lifelong learning to increase students' awareness of learning how to learn. In parallel to an introductory course for students, a course for teachers was given with a focus on tutoring students. Aims: To evaluate an interprofessional transition course for first-year health science students, the LearnAble project, and a teachers' course aiming to support students to be successful in their learning. Method: The project was followed up by a computer-based course evaluation, reflective journals, the Learning Process Questionnaire and the Approaches to Teaching Inventory. The questionnaires were distributed before and after the courses. Teachers (n = 31) and students (n = 270) in two courses from different health educations participated. Results: Students' approaches to the course and to learning could be described as technical/reproductive, seeking for an identity or as reflective/transformative. The evaluation indicates that a deep approach to the studies among the students was related to higher age and female gender. Teachers with earlier pedagogical education supported students more in the attempts to question their own understanding. Conclusion: The most obvious result was the positive impact of being a tutor for a group of students in parallel to studying pedagogy.

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