Preservice Teacher Learning Research on Teacher Learning
apprentice to achieve the objectives. Actually, apprenticeship has been done unconsciously since the beginning of our life. The way we learn how to speak is
by using apprenticeship. Our parents – as experts – will show us how to speak and
they will assist us to be able to speak. Therefore, apprenticeship is also known as a
natural way in learning.
There are two kinds of apprenticeship: traditional and cognitive apprenticeship. Traditional apprenticeship is similar to what we find at school,
especially at the vocational school. Students are exposed with the performance of the teacher to do a certain task, then later they have to perform similarly like the
teacher, gradually Collins, Brown Holum, 1991. Gradually here means that the students will be responsible from a small part of a job until the entire job. On
the other hand, cognitive apprenticeship uses the idea of traditional apprenticeship as an exemplary method to develop the cognition Dennen, 2004. Cognitive
apprenticeship is beyond practicing; there is an integration between the skills and
the knowledge in order to finish the task.
Cognitive apprenticeship cannot stand by itself without taking some parts from traditional apprenticeship. According to Collins, et al., 1991, some points
need to be elaborated in order to develop the cognition, they are explained as
follows.
- Teacher needs to make the thinking process visible for both teacher and students. The teacher needs to show hisher students how heshe thinks while
reading. Then, the students will observe, learn, and practice it. However, the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
teacher needs to find an approach so shehe can observe the thinking process of the students as well, so the teacher can do some corrections on it.
- The teacher needs to bring an abstract concept into an authentic context. When the concept is contextual, it will be easier for the students to grab the material
because it has relevancies in their life. - The teacher needs to provide a wide range of tasks as well as the level of
difficulties. These various tasks will help students to reflect and captivate the knowledge. If the students can express what they have learned, then the
cognitive apprenticeship has been done well.