Fostering meaning-oriented learning and deliberate practice in teacher education

Meaning-oriented learning and deliberate practice may be expected to promote student teachers’ continuous professional development. We interviewed twelve expert teacher educators to explore their understanding of these concepts, as well as pedagogies to stimulate them in teacher education. The experts understood deliberate practice in two ways: an enactment conceptualization focusing on pupil learning, and a regulation conceptualization focusing on teacher learning. Pedagogies were operationalized in twelve design principles, which integrated ideas previously scattered in the literature, and added to it with respect to anticipatory reflection, diverse ways of “modeling”, and student teacher agency in creating a powerful learning environment.

► Integrates research on student teacher learning and expertise development.
► Presents a dual conceptualization of deliberate practice in learning to teach.
► Proposes to reconceptualize reflection and teacher educator modeling.
► Pleads to capitalize on student teachers’ agency of their own learning.