DEVELOPING DEEP LEARNING IN PRESERVICE EDUCATION: INSIGHTS FROM ACTION RESEARCH
Keywords:
Deep learning, Teaching approaches, Action research, Undergraduate education, Early childhood educationAbstract
This paper focuses on a segment of a comprehensive study investigating the impact and dimensions of various teaching and learning approaches in tertiary education. The study aimed to shift undergraduate students in a Bachelor of Education (Early Childhood) program at a regional university in NSW, Australia, from surface learning techniques to deeper learning processes. While the quantitative findings have been documented in previous publications, this paper highlights the interventions implemented throughout the course and the outcomes of the action research component. The study employed a range of strategies to foster deep learning, including active learning techniques, collaborative projects, and reflective practices. Data were collected through observations, surveys, and student feedback to assess the effectiveness of these interventions. The findings suggest that the targeted approaches significantly enhanced students' engagement, critical thinking, and understanding of course material, thereby promoting a deeper learning experience. This paper concludes by discussing the implications of these results for future teaching practices in tertiary education
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