Distributed practice and retrieval practice represent two of the most effective learning strategies.
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61 textbooks and syllabi used in Flemish and Dutch teacher were analysed.
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Essential learning strategies were not fully covered.
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Textbooks and syllabi rarely refer to research in the field of cognitive science.
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Authors are advised to represent learning strategies more accurately.
Abstract
To determine if and how teachers are being educated about effective learning strategies we analysed the topical coverage of two highly effective strategies, distributed practice and retrieval practice, in introductory teacher education textbooks and syllabi. We examined 61 textbooks used in Flemish and Dutch teacher education programmes (TEPs) by inventorying descriptive and prescriptive information on these strategies therein. Also, we analysed whether the coverage referred to actual research. The results indicated that mostly textbooks fail to fully represent the strategies. Accurate textbooks are used in a minority of TEPs. Implications and challenges for authors, TEPs and policy-makers are discussed.
The authors declare that they have no significant competing financial, professional or personal interests that might have influenced the performance or presentation of the work described in this manuscript.