Deep learning in the teaching practicum: Connections to emotion regulation

Based on studies of subjective stress in the teaching practicum, surface and deep learning approaches, and emotion regulation strategies, this research investigated the development of deep learning and the use of the cognitive reappraisal strategy, as well as connections between the two, during the teaching practicum in Northrhine-Westphalia. For Study 1, N = 69 student teachers completed several questionnaires after the practicum, and for Study 2 n = 86 student teachers participated before and after the practicum. The studies show positive correlations between reappraisal and the deep learning, as well as the decrease in both practices during the practicum. We discuss the consequences for future research and for the design of the practicum.

29.03.2017 | Robert Kordts-Freudinger, Thomas Große Honebrink & Dagmar Festner