Meaningful learning over the course of teacher education: Students’ reflections

Abstract

In teacher education (TE), meaningful learning (ML) allows pre-service teachers (PSTs) to understand both the content and how they construct their own learning. However, limited research explores these students' experiences of meaningful learning over the course of TE. This study examines 223 PSTs' reflections on meaningful learning during a 5-year master's program in Finland. Situational analysis, including situational, social world/arenas, and relational maps, highlighted the importance of authentic practices and relational and reflective processes in generating meaningful learning. Understanding these experiences is vital for developing pedagogical practices that are emotionally, relationally, and morally sound to better ensure meaningful learning.