Student-teacher learning in multiple contexts over the course of a teacher education program.
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AbstractStudent-teacher learning can be studied from various perspectives that rarely come together in empirical research. By integrating these perspectives using a unique quantitative analysis approach, this study shed light on the complexity of student-teacher learning in multiple contexts, at the beginning and end of a yearlong teacher education program. Using multilevel latent class analysis, three types of learning activities could be distinguished that were related to the learning context. These classes of learning activities were found to be equivalent at both time points. Individual differences and change in learning over time were found for specific characteristics of learning activities. These findings have implications for research on student-teacher learning as well as the way teacher educators provide differentiated instruction.