García-Jiménez, M.;
Fernández Cabezas, M.;
Pérez-García, P.;
(2024)
Learning strategies in initial teacher training: a systematic review.
London Review of Education
, 22
(1)
, Article 3. 10.14324/LRE.22.1.03.
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Abstract
A systematic review is presented using the PRISMA protocol in order to analyse the link between teaching methodology and learning strategies in initial teacher training at the university level. The key descriptors were initial teacher training, learning strategies and teaching methodologies at the university level. The results yielded 13 articles from different countries between 2000 and 2021, which employed mixed research designs. It is suggested that methodologies are being implemented at the university level, while learning strategies could be linked to student motivation. Moreover, the relationship between methodologies and learning strategies in the university context promotes meaningful learning.
| Type: | Article |
|---|---|
| Title: | Learning strategies in initial teacher training: a systematic review |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/LRE.22.1.03 |
| Publisher version: | https://doi.org/10.14324/LRE.22.1.03 |
| Language: | English |
| Additional information: | © 2024, Marta García-Jiménez, María Fernández Cabezas and Purificación Pérez-García. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | systematic review, methodology, learning strategies, initial teacher training, pre-service teacher education, higher education |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10192129 |
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