Understanding Learning Difficulties- Key Factors Impacting Student Success in Teacher Training
DOI:
https://doi.org/10.18662/rrem/16.4/913Keywords:
learning difficulties, initial training, university education, academic learningAbstract
This article explores the learning difficulties experienced by students preparing to become teachers. The investigation is based on a mixed methodology, both quantitative and qualitative, including a questionnaire, semi-structured interviews with teachers, and an analysis of data from the literature. The research examines several factors that lead to learning difficulties, such as: adaptation to a dense, predominantly theoretical curriculum, the lack of practical educational experience in university settings, developing pedagogical skills alongside academic ones, stress during assessment sessions, or managing the anxiety associated with the role of a future teacher. Initial results of this study suggest that cognitive, emotional, and motivational difficulties are exacerbated by the lack of effective support mechanisms, as well as the existence of dissonance between the pedagogical theory taught and the realities in the classroom. The present research contributes to a better understanding of the specific educational challenges of teacher education. It can form the basis for constructing strategies or recommendations for the adjustment of initial teacher education programs in university education.
References
Alamri, A., & Tyler-Wood, T. (2017). Factors affecting learners with disabilities–instructor interaction in online learning. Journal of Special Education Technology, 32(2), 59-69. https://doi.org/10.1177/0162643416681497
Anderson, J. R. (2005). Cognitive psychology and its implications. Worth Publishers.
Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29-42. https://www.itdl.org/Journal/Jan_15/Jan15.pdf#page=33
Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415
Biggs, J. (2003). Aligning teaching for constructing learning. Higher Education Academy, 1(4), 1-4.
Candy, P. C. (1991). Self-Direction for lifelong learning. A comprehensive guide to theory and practice. Jossey-Bass, CA 94104-1310.
Catalano, H., Albulescu, I., & Turda, E. S. (2020). Investigative study on the self-perceived level of teachers' professional development correlated with the attitude toward the continuous training in Romania. Educatia 21, (18), 58-66. http://dx.doi.org/10.24193/ed21.2020.18.06
Ciurea, A. (2023). Sănătatea creierului pe înţelesul tuturor. Bookzone.
Clipa, O. (2008). Evaluarea în învățământul universitar. Editura Didactică și Pedagogică.
Constantin, A. I., & Popovici, A. F. (2022). Curriculum integration and learning motivation of the secondary school students. Journal of Education, Society & Multiculturalism, 3(2), 61-85. https://doi.org/10.2478/jesm-2022-0018
Cucereavîi, E. (2020). Oportunitatea cunoasterii procesului de formare a competenței emoționale a studenților pedagogi. In Învăţământ superior: tradiţii, valori, perspective (Vol. 2, pp. 50-53).
Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of research in personality, 19(2), 109-134. https://doi.org/10.1016/0092-6566(85)90023-6
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Downes, S. (2008). An introduction to connective knowledge. In T. Hug (ed.) Media, Knowledge & Education - Exploring new Spaces, Relations and Dynamics in Digital Media Ecologies. Innsbruck University Press
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153
Entwistle, N., & McCune, V. (2009). The disposition to understand for yourself at university and beyond: Learning processes, the will to learn, and sensitivity to context. In L. Zhang, & R. J. Sternberg (Eds.), Perspectives on the nature of intellectual styles Springer. http://www.springerpub.com/product/9780826104601#.UgyxIJKcdBk
Gavriluță, C., Dalban, C. M., & Ioan, B. G. (2022). Educational, emotional, and social impact of the emergency state of COVID-19 on Romanian university students. International Journal of Environmental Research and Public Health, 19(7), 3990. https://doi.org/10.3390/ijerph19073990
Guzmán-Valenzuela, C., & Barnett, R. (2013). Marketing time: Evolving timescapes in academia. Studies in Higher Education, 38(8), 1120-1134. https://doi.org/10.1080/03075079.2013.833032
Ilovan, O. R., Dulama, M. E., Xenia, H. N. K., Botan, C. N., Horvath, C., Nitoaia, A., ... & Rus, G. M. (2019). Environmental education and education for sustainable development in Romania. teachers' perceptions and recommendations (II). Romanian review of geographical education, 8(2), 21-37.
Ionescu, I. (2017). Tinerii–grup expus riscului de excluziune socială: Analizarea factorilor care le îngreunează situaţia pe piaţa muncii şi în educaţie. Calitatea vieţii, 28(1), 75-104. https://revistacalitateavietii.ro/journal/article/view/269
Knowles, M.S. (1975). Self-Directed learning: A guide for learners and teachers. Association Press.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Lambert, D. C., & Dryer, R. (2018). Quality of life of higher education students with learning disability studying online. International Journal of Disability, Development and Education, 65(4), 393-407. https://doi.org/10.1080/1034912X.2017.1410876
Lungu, V. (2021). Sesiunea și stresul la studenţi. In Materialele Conferinței Republicane a Cadrelor Didactice (Vol. 5, pp. 246-251). https://ibn.idsi.md/vizualizare_articol/124712
OECD. (2019). Teachers and School Leaders as Lifelong Learners. TALIS 2018 Results (Volume I): OECD Publishing. https://doi.org/10.1787/1d0bc92a-en
Piaget, J. (1970). The science of education and the psychology of the child. Orion Press.
Richardson, S. (2015). Cosmopolitan learning for a global era: Higher education in an interconnected world. Routledge.
Romero-García, C., Buzón-García, O., & de Paz-Lugo, P. (2020). Improving future teachers’ digital competence using active methodologies. Sustainability, 12(18), 7798. https://doi.org/10.3390/su12187798
Shonfeld, M., & Ronen, I. (2015). Online learning for students from diverse backgrounds: learning disability students, excellent students and average students. IAFOR Journal of Education, 3(2), 13-29. https://iafor.org/journal/iafor-journal-of-education/volume-3-issue-2/article-1/
Siemens, G. (2005). Connectivism: A learning theory for the digital age, International Journal of Instructional Technology and Distance Learning, 2. http://www.itdl.org/Journal/Jan_05/article01.htm
Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent education, 5(1), 1519143. https://doi.org/10.1080/2331186X.2018.1519143
Stan, R. (2022). Personality traits, technology-related teaching skills, and coping mechanisms as antecedents of teachers’ job-related affective well-being and burnout in compulsory and higher education online teaching settings. Frontiers in Psychology, 13, 792642. https://doi.org/10.3389/fpsyg.2022.792642
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. https://doi.org/10.1016/0364-0213(88)90023-7
Tarna, E. (2012). Experienţa academică–factor important în optimizarea adaptării studentului în mediul universitar. Acta et commentationes (Ştiinţe ale Educaţiei), (1), 91-101. https://ibn.idsi.md/ro/vizualizare_articol/48026/gscholar
Tinto, V. (1993). Building community. Liberal education, 79(4), 16-21.
UNESCO. (2020). Global education monitoring report 2020: Inclusion and education – All means all. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000373718
Vitasari, P., Wahab, M. N. A., Othman, A., Herawan, T., & Sinnadurai, S. K. (2010). The relationship between study anxiety and academic performance among engineering students. Procedia-Social and Behavioral Sciences, 8, 490-497. https://doi.org/10.1016/j.sbspro.2010.12.067
Voicu, M. C., & Muntean, M. (2023). Factors that influence mobile learning among university students in Romania. Electronics, 12(4), 938. https://doi.org/10.3390/electronics12040938
Voinea, L. (2018). Formative assessment as assessment for learning development. Revista de pedagogie, 66(1), 7-23. https://www.ceeol.com/search/article-detail?id=678437
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. (Vol. 86). Harvard University Press.
Wells, G. (2002). The role of dialogue in activity theory. Mind, culture, and activity, 9(1), 43-66. https://doi.org/10.1207/S15327884MCA0901_04
Wu, T. F., & Chen, C. M. (2023). Factors affecting information and communication technology use for university students with and without learning disabilities. Journal of Special Education Technology, 38(3), 355-369. https://doi.org/10.1177/01626434221131461
Zamfiroiu, A., Sharma, R. C., Constantinescu, D., Pană, M., & Toma, C. (2022). Using learning analytics for analyzing students’ behavior in online learning. Studies in Informatics and Control, 31(3), 63-74. https://doi.org/10.24846/v31i3y202206
Zeidner, M. (1998). The Origins and Development of Test Anxiety. In: Test Anxiety. Perspectives on Individual Differences. Springer, Boston, MA. https://doi.org/10.1007/0-306-47145-0_6
Zimmerman, T. D. (2012). Exploring learner to content interaction as a success factor in online courses. The International Review of Research in Open and Distributed Learning, 13(4), 152-165. https://doi.org/10.19173/irrodl.v13i4.1302
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 The Authors & LUMEN Publishing House
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND
