The case for using learning designs with pre-service teachers

Leanne Cameron, Chris Campbell

Research output: Contribution to journalArticle

2 Citations (Scopus)


This research paper documents what learning designs, teaching methods and teaching activities were most commonly used by pre-service teachers and experienced teachers as observed by the preservice teachers when on their practicum visits in schools. The paper also outlines the benefits of documenting learning designs so that good teaching practice might be shared. Using case study methodology, the authors also report how infrequently the pre-service teachers participated in discussions about learning designs, teaching methods and teaching activities with their supervising teacher and/or other experienced teachers. The findings demonstrate that while the preservice teachers recognized the benefits of documenting and sharing learning designs, experienced teachers did not regularly engage in these types of discussions.

Original languageEnglish
Pages (from-to)34-46
Number of pages13
JournalAustralian Journal of Teacher Education
Issue number6
Publication statusPublished - 2013
Externally publishedYes


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