Learning theory with a more social and individual focus
My rationale for the selections in both sections A and B of Module 2 are influenced by the theme of the module: Understanding Learning and Teaching in International Contexts. For section A, thinking about learning is very critical in assisting me in developing and improving my theories of learning and practice. The theories enable one to make sound choices on pedagogical approaches, classroom evaluation practices, and diagnosis and correction of classroom problems. The learning theories can offer a chance to challenge the convention that teacher trainees and early career teachers are mostly interested in coping with workload, being liked, creating a professional image among other assumptions at the expense of prioritizing learning theories (Behets, 1990; Fuller, 1969; Kyriacou and Stephens, 1999).
Learning theory with a more social and individual focus
for Units A2 and A3 respectively stands to benefit me in highlighting the
differences between the two approaches to learning. There is strength in
complementing various learning theories as both have aspects for enriching
learning processes. Skinner’s behaviorism, Piaget and Lev Vygotsky, offer
enriching perspectives to understanding learning and teaching (Skinner, 1958;
Vygotsky, 2004; Ginsburg and Opper, 1979).
For section B1, B2, B6, and B9 on meeting individual learning needs through planning (Villegas and Lucas, 2002); planning for learning (CfE Working Group (2013); collaborative
learning and group work (Topping et al., 2017); and special needs and inclusion
respective (United Nations, 2006), the motivation is to acquire skills to
address individual academic needs of the learners.